The theoretical analysis of ethical leadership lapses: A disturbing concern about school leadership in Botswana

Abstract

A school is the only place with a formal and legitimate mandate of duty of care for the learner. Schools are expected to be nurturing environments free of abuse, exploitation, violence, bullying, humiliation, discrimination, harassment, negligence, cultural stereotypes, emotional distress, socio-economic marginalisation and moral prejudices. Some concerns about governance and ethical leadership in schools are therefore inevitable. Drawing from the Eurocentric and Afrocentric theoretical perspectives, this article discusses lapses of ethical leadership practices in Botswana with a deliberate focus on school leadership systems. Secondary data is drawn from the media and government reported cases on the growing systemic social decadence. It is argued that unethical conduct in the education system in the country is heightened by lack of an Africanized ethical code of conduct for educators and double-dipping by the public officers. The article recommends an indigenized research approach on ethical leadership and governance.   Key words: Afrocentrism, eurocentrism, ethical leadership, code of conduct, good governance, indigenized research, Ubuntu/Botho.