Exploring the influence of principals’ ethical leadership on teachers’ organizational commitment in the selected government secondary schools of Hawassa City Administration

Ethical leadership is increasingly recognized as a critical factor in enhancing teachers’ organizational commitment and overall school effectiveness. However, little studies exist on ethical leadership in Ethiopian government secondary schools context. This study aimed to explore the teachers’ perception on influence of principals’ ethical leadership on teachers’ organizational commitment in the selected government secondary schools in Hawassa City Administration, Sidama Regional State, Ethiopia. To achieve this purpose, a qualitative research approach specifically an interpretative phenomenological design was employed. To that end, two schools were purposively selected, and twelve teachers (six from each school) participated through purposive sampling. Data were collected through in-depth interviews and analyzed using inductive thematic analysis method. The findings revealed that principals demonstrated ethical behaviors through role modeling, personal ethical characteristics, positive relationships and interaction, fairness in decision-making, two-way communications and transparency, setting and enforcing ethical standards, and executing responsibilities ethically. The findings further showed that ethical school leadership practices have a positive influence on teachers’ organizational commitment. Conversely, the study exhibited unethical behaviors such as aggressive and emotional behaviors, favoritism, misuse of school resources for personal benefits, falsification of information, and examination-related misconduct. The study implies that the school principals’ ethical leadership, manifested as a lived and active practice, is a critical factor of teachers’ organizational commitment. Based on these findings, it is recommended that concerned bodies should assign professional and competent principals by considering ethical competencies during appointments and provide continuous ethical leadership training for principals alongside strengthened accountability mechanisms to promote ethical school leadership.