the relationship between transformational school leadership and ethical climate

7/26/2019 The Relationship Between Transformational School Leadership and Ethical Climate

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The Relationship Between

Transformational School Leadership

and Ethical Climate

sut

SAGNAK

bstract

Tliis .itudy aimed to investigate the relationship between transformational .school lea-

dersh ip and ethieal e limate . Tlie partieijianrs were 764 teaehers in 50 elem enta ry seho-

ols in Nigde during the 2008/2009 acadmie

year

Two distinct instrtiments were used in

this

.study.

The Principal Leadershiji Style Inventory developed hy J^eitlnvood and Jantzi

(1991) was used for determining principals'transtbrmational leadership style and the Et-

hical Clima te Q iiestionnaire developed by Victor and Cullen (1988) was used to determ i-

ne the ethical climate. Pearson product correlation coefficient and simple regres.sion tech-

nique.s wore used for data analysis. Results showed that principals carried out fostering

group goals the highest and holding high performance expectations the lowest among

transformational leadership dime nsions. Elementary schools had caring at the highest le-

vel and instrumental at the lowest level as ethical climate types. All dimensions of trans-

formational leadership were positively related to caring, law and code, and rules ethical

climate. ty]>es. The highest relationship was found between all dim ension s of transform a-

tional leadership and caring ethical climate type. Instrum ental ethical climate was nega ti-

vely related to p roviding vision or inspiration, m odels behavior, fostering gro up goals, pro-

viding .support and providing intellectual stimulation. Instrumental was not significantly

related holding high performance expectations. Tlie highest negative relationship was fo-

und between instrumental and providing support, models behavior. Independence ethical

climate was positively related to providing support, intellectual stimulation and holding

high performance e.'cpectations. Independenee was not significantly associated with pro-

viding vision or inspiration, models behavior and fostering group goals. School transfor-

mational leadership was a significant predict of ethical climate. simple regression analy-

sis showed th at approximately 40 of tbe total variance perta ining to ethical clim ate can

be explained by transformational leadersbip behaviors.

eywords


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1136 l iOUCATIONA L SCIENCES: TI IEORY tl 'Ry\CTICE

Organization's desire for fulfilling their purposes effectively has in-

troduced the requirement of leadership (Kanungo, 2001). Behavioral

scientists have strived to identify the traits, abilities, behaviors, and

power sources of a leader that is capable of affecting the followers

of group purposes have. Leadership research in the early 20'' cen-

tury focused on traits approach (Aronson,

2001).

There have been very

few subjects that were more controversial than leadership traits and

qualities. These theories were based on the claim that leaders'qualities

are different than those of non-leaders (elik, 1999; Kirkpatrick 6c

Locke, 1991).

No netheless, the opinion that personal characteristics are the only iden-

tifiers of good leadership could not be suiBciently proven in the late

1940s and this has resulted in a trend, which points out the leadership

style or behavior. The basis of this approach has been the idea of what

conduct of leaders would be effective (Aronson, 2001 ; Er etin , 2000).

In this context, research on leadership effectiveness was based on two

basic concepts, namely task orientation and relationship orientation. It

was thought that styles were not sufficient in identifying the effective-

ness;

postulate of situation creates the appropriate conditions for lead-

ership effectiveness has been proposed, and many theories based on

this postulate were developed. Known as contingency, these approaches

have fallen in to disfavor as they were limited to small groups, and new

leadership approaches were introduced in the early

1980s.

At this stage,

many researchers have studied the charismatic leadership phenomenon

and the effects of transformational and transactional leadership ap-

proaches proposed by Burns (Aronson,2001;Shamir 6c Howell, 1999;

ijman,

2004).

As opposed to conventional leadership theories that em-

phasized ration;il process, transformation-.il and charismatic leadership

theories that emphasize the feehngs and values have emerged from the

late 1980s until today (Yukl, 1999).


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. S ANAK /

Iht Reluticmhip

Hetiuturti

TnimformitiomilSrhool

Leiuler^hi/t

timlEthictit Climate

* 1137

Tran sform ational Leadership and thics

Burns (1978) bas proposed transformational and transactional leader-

sbip approacbes. He defined the characteristics of a transformational

leader in moral terms and defined this leadership style as moral lead-

ership. According to Burns, in transformational leadership approach,

leaders and followers further take each other's motivation and morality

to higher levels. Burns has based the relationships between leader and

follower to a series of moral principles and developed rules regarding

the nature of good leadership in terms of m orality (CiuUa, 1995). Burn's

theory has focused on moral leadership and leaded a different view to

the leadership theories (Sergiovanni, 1990).

Bass (1985) has further advanced transformational and transactional

leadership approaches. He determined the dimensions of transfor-

mational leadership as idealized influence (charisma), inspirational

motivation, inteUectu-al simulation, and individualized consideration

(Avolio, Bass, Scjun g, 1999; Bass, 1999; Bass Avolio, 1993; Bass

c

Steidlmeier, 1999).Transformational leadership has a high moral devel-

opment. Tt develops autonomy and increases the employee satisfaction

(Bass,

1999).Transform ational leaders ensure tha t employees are able to

look beyond their self-interests for the good of the group and succeed

this objective by m eans of one or m ore ways. Leaders may be cha rism at-

ic in the opinion of the followers and thereby inspire them; they meet

emotionitl needs of each employee and/or provide intellectual stimula-

tion. Achieving charisma in the opinion of employees is in the center

of transformational leadership. Employees want to identify with them

and trust them. Individualized consideration requires paying attention

to individual differences am ong the employees. By means of intellectual

simulations, leaders teach hand ling old problems in new ways and see-

ing the difficulties in problem solving, and point out realistic solutions

(Bass,

1990).


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1138 EDUCATIONAL SCIENCES:THEORY .PRACTICE

the leader can be identified with. In this sense, ethical behaviors can be

considered as the basis of transformational leadersbip (Trevio, Brow n,

Sc Pincus, 2003). An adm inistrator as an e tbical leader finds ways to

focus the organization s attention on ethical values, and brings in or-

ganization the principles that would guide actions of all the employees

(Trevio, Ha rtm an, cBrown, 2000).

Ethical behavior is directly related to leadership in organizations. Re-

search indicates tha t employees take leader s behaviors as model in or-

ganizations. If leaders have ethical conduct, employees also have etbi-

cal conduct (Calabrese Sc Roberts,

2001;

Trevio et al., 2000). Leaders

also have the responsibilities of guiding tbe bebaviors of the followers

and institutionalizing the moral values and ethical conduct standards as

well as increasing the effectiveness of the organization (Grojean, Re-

sick, D ickson, Sc Smith, 2004). Until recent years, ethical aspects of the

manag em ent were largely abandoned and m anagers were considered as

people who are responsible of ensuring effectiveness merely (Dickson,

Sm ith, Grojean, Sc Ehrhart, 2001).

The researches in transformational leadership have generally tried out

to find its effect on em ployees attitude , efforts and perform ance . Po dsa -

ko

M acK enzie, M oorm an and Eetter (1990) have examined the influ-

ence of transformational leader s bebaviors on organizational citizen -

ship. In addition. Pillai, Schriesheim and Williams (1999) have studied

the influence of transformational leadership on organizational citizen-

ship through operational justice and trust.

Organ izational leaders have a critical role in determining an e thical cli-

mate. A lthoug h there are certain factors to determina tion and change

of the climate, leaders have the greatest impact on the ethical climate

(Carlson Sc Perrewe, 1995; Grojean et al., 2004). Ethical climate le-

gitimates the managem ent s conduc t, and ensures tha t a confidence

relationship develops between individuals and groups (Dickson et al.,


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S A C N A K

1ht Relationship HctwecnTranfformntioniil SchoolIjaile rshipanjEthicat limate

1139

serve their self-interests. Transformational leadership s effect process is

considered to be ethical (Kanungo, 2001).

Althoug h there is great concern for the relationships between leadership

and ethics, amount of empirical studies in these fields is fairly limited.

Historically, although leadership literature points out that the leader has

an impact on the ethics of an organization, those wh o research the issue

of ethics begun considering these relations only recently (Schminke,

Ambrose, cNeubaum , 2005).

Tra nsfo rm ationa l School Leadership an d thics

Environmental changes have great impact on organizations purposes

and structures. Organizations have to adapt to such changes in order to

sustain (C elep, 2004; Gmceli,

2001).

Given the changes prevail today,

transformational leadership is the most appropriate leadership style in

schools restructuring initiatives because this leadership style aims the

innovation in organizations and supports teachers (Leithwood, 1992,

1994;

M arks ScPrinty, 2003).

Transformational leadership research in educational environments have

been introduced by Leithwood et al. Hav ing adapted transformational

leadership models that were developed in non-school contexts to school

environments, Leithwood have identified six dimensions to transfor-

mational school leadership, namely: identifying and articulating a vi-

sion, fostering the acceptance of group goals, providing individualized

support, intellectual stimulation, providing an appropriate model, and

high performance expectations (Geijsel, Sleegers, Sc Berg, 1999; Jan tzi

Sc Le ithwoo d, 1996; Leithwo od, 1994; Leithwood Sc Jan tzi, 200 5).

Transformational leadership has only recently become the subject of

empirical examinations in schools (Leithwood cJantzi, 2000). In the

context ofschool, the relationship hetween transformational leadership


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1140 E5UCATIONAL SCENCES:TIIEORY 'WCTCE

has examined the elementary school principals' perceptions and per-

formance about transformational leadership.

Research on transformational leadership has generally studied trans-

formational leadership's effect on student, teacher and organizational

oiitputs. Accordingly, the requirement of studying the ethical aspects

and effects of transformational leadership has become even more im-

portant in context of a school. Schools are the most normative ones

among normative organizations and leadership in schools requires high

level of moral efforts contrary to routine management because schools

are typically moral organizations (Greenfield, 1995, 2004). Burn's dis-

tinction between transformational and transactional leadership has an

important contribution on forming the educational leadership studies

(Greenfield, 2004), much of the current literature emphasizes the need

for a heightened awareness of the ethical dimensions of the educational

leadership, and this point of view has changed the description of the

educational leadership (Cam pell, 1999; Rucinski 6c Bauch, 2004).

Or gan izationa l Ethical l imate

First theoretical and empirical studies in the field of ethical climate

were made by Victor and Cullen (Fritzsche, 2000; W itt m er Coursey,

1997).

Victor and Cullen (1988) developed a model for ethical cUmate

that consisted of two dimensions. They have pointed out that first di-

mension consisted of ethical criteria used for decision making purposes

while the second dimension indicated locus of analysis as a referent in

ethical decisions. They based the first dimension on three moral phi-

losophies, namely egoism, benevolence and principle (Agarwal 6c Mal-

loy, 1999). The second d imension is based on sociologie referent theo ry

(Barnett 6c Vaicys, 200 0). They defined locus of analysis as individual,

local and cosmopohtan, and developed nine theoretical ethical cUmate

models by combining these two dimensions.


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s A N AK / 7 i i 'Retiitiamhip HetwKii Trimsforma tiomil choolLrmlenhip m ut Ethical limiite - 1 1 4 1

the relationship between ethical climate and behavior by Wimbush,

Shepard and M arkham (1997), the relationship between the strength of

an organization's ethical chmate and ethical problems by Bartels, Har-

rick, Martell and Strickland (1998), the relationship between ethical

climate and misconduct by Vardi (2001), the relationship between ethi-

cal climate types and commitment by Cullen, Parboteeah and Victor

(2003),

Martin and Cullen (2006).

In schools as a social system, human relations have an important role

(Bursahoglu, 1994). For a principal making a true decision is bound to

his/her view and expectations about people and his/her good and true

understanding (Pehlivan, 1998). If relations at schools are based on m o-

rality, the quality of education will be redounded (Easley, 2008), E thica l

perspective grounded school climate investigations may help evaluating

human relations (Keiser 6c Schulte, 2007). Nevertheless, only a small

amount of research has been conducted on schools' ethical climate.

Ihe purpose of this study was to investigate the relationship between

transformational school leadership and ethical chmate, and whether

transform ational school leadership was a predictor of ethical climate.

ethod

Participants

'Hie survey model was used in the study. The participants were 764

teachers in 50 elementary schools in Nigde during the 2008/2009 aca-

dem ic year. O f th e total, 379 were females (49.6%) and 385 were males

(50.4%).

nstruments

Two d istinct instrum ents were used in this study.The Principal Leade r-


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n EDUCATIONAL SCIENCES:THEORYScPRACTICE

items, namely 29 items tha t determine transformational leadership and

11 items that determine transactional leadership. Sub-dimensions of

transformational leadership: Providing vision or inspiration consists of

6, models behavior consists of 4, fostering group goals consists of 5,

providing support consists of6 providing intellectual stimulation con-

sists of 5, holding high performance expectations consists of 3 items.

Sub-dimensions of transactional leadership: manag em ent by exception

consists of 5, and contingent reward consists of6 items. Instru m ent is

a 5-po int Likert type scale 1= strongly disagree to 5= strongly agree).

Instrum ent was translated in to Turkish language by the researcher and

opinions of 3 linguists were consulted. Afterwards it was translated

from Turkish in to English by three different English Language and

British Literature specialists and opinions of field experts were con-

sulted to ensure conformity to Turkish language. Researchers, devel-

oped the inventory, found the reliability coefficient of the inventory as

.95 Reason, 1995). In this study, Cronbach Alpha coefficient of the

instrument was calculated to be .93,with Cronbach Alpha coefficients

for sub-dimensions being .66 for providing vision or inspiration, .76

for models behavior, .77 for fostering group goals, .79 for providing

support, .79 for providing intellectual stimulation, and .66 for holding

high performance expectations. Transactional leadership style was not

included in the scope of this study.

The Ethica l Clim ate Q uestionna ire used in this study was developed by

Victor and Cullen 1988), and adapted in to Turkish by Sagnak 2005).

Reliability coefficient was calculated to be .78 by test-retest reliabil-

ity method. Qiiestionnaire consists of 6 items and five ethical climate

types. Caring consists of 7, law and code consists of 4, rules consist

of 4, instrumental consists of 7 and independence consists of 4 items.

Respondents were asked to indicate how accurately each of the items

described their ethical climate on a 6-poin t L ikert scale O=completely


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.SANAK/ 7 . Retittiimhip fctiuecn Trtimformiitiomil SchoolLeadership inid Ethiciil Climate 1143

Results

Means, standard deviations of the transformational leadership dimen-

sions and ethical climate types are given in Table 1.

Table 1

Means Standard Deviations oj the Transformational Leadership Dimensionsand Ethical

limate Types

N

Ss K

X

/

Transformational

Leadersbip

Dimensions

Providing Vision or

Inspiration

Models Behavior

Fostering Group

Goals

Providing Support

Providing Intellectual

Stimtilation

764

764

764

764

764

23.14

14.37

19.96

22.71

18.52

5.23

3.24

3.53

4.36

3.59

6

4

5

6

5

3.85

3.59

3.99

3.78

3.70

Ethical Climate

Types

Holding High

Performance

Expectations

Caring

Law and Code

Rules

Instrumental

Independence

764

764

764

764

764

764

10.66

28.02

15.94

15.55

18.00

11.94

2.32

5.11

2.88

2.95

4.64

3.62

3

7.

4

4

7

4

3.55

4.00

3.98

3.88

2.57

2.98

Table 1 shows that teachers perceived fostering group goals (

X

=3.99)

the highest and holding high performance expectations (x =3.55) the

lowest about transformational leadersbip dimensions. Teachers percep-

tions in relation to other leadership dimensions were (

X

=3.85) for pro-

viding vision or inspiration, (X =3.78) for providing support, (X=3.70)

for providing intellectual stimulation and (

X

=3.59) for models behav-

ior.


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1144 EDUCATIONAL SCIENCES:TUEORY&. PRACTICE

Table 2

orrelation

Between

Transformatioiial Leadership

Di

2 3

1. Providing

Vision or .7 2 .7 3

Inspiration

2.Models .^

Behavior

3.Fo stering

Group

Goals

4.1'roviding

Stipport

.5.Providing

Intellectual

Stimulation

6. Holding

Higl,

Performance

Expectations

7. Caring

Law and

Code

9. Rules

10.

Instrumental

11 .

Independence

4 5

. 7 0 . 7 2

.80** . 7 0

. 7 6 . 7 2

. 7 1

6

. 4 3

. 3 7

. 5 0

. 3 5

. 5 0

mensions

and Ethical Climate

1

. 5 9

. 5 8

. 6 6

. 6 2

. 5 9

. 4 8

8

. 3 9

. 3 6

. 4 8

. 3 6

. 4 4

. 4 8

. 6 2

9

. 4 2

. 4 2

. 5 0

. 4 2

. 4 6

.42**

. 6 6

. 6 2

10

- . 1 7

- . 2 5

- . 2 2

- . 2 7

- . 1 5

.03

- . 2 0

-.00

-.02

Types

11

.0 4

.04

.05

.07*

.07*

.08*

. 1 1

.08*

.16*

.19*

Results given in Table 2 indicate that there was a significant positive

relationship between caring and providing vision or inspiration, mod-

els behavior, fostering group goals, providing support, providing intel-

lectual stimulation, holding high performance expectations (p


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.S A G N A K / VA.

Re/ itinmhi/> Hetwm i TrmisformiitimulSthoolUM lirshi iiinEthiciitCtimute

1145

providing intellectual stimulation (p


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1 1 4 6 E O U C A T I O N A L SC I E N C E SrT H E O R Y P R A C T l C E

respectively.Theseresults are consistent with schools purposes and their

characteristics of being value-based organizations. Moreover, these re-

sults support results of the research that explains the organization type

as a significant variable in determination of ethical climate (Agarwal

cM alloy, 1999; Brower 6c Shrader, 2000; Fritzsche 6c Becker, 1984).

, Caring climate has a different role in school life (Rosenblatt 6c Peled,

2002). In this ethical climate people show a sincere interest in each

other s goodness, and it s based on commu nication, em pathy and com -

mitment (Dempster, Carter, Freakley 6c Parry, 2004; Starratt, 1991;

W illower, 1999; W im bu sh 6c Shepard, 1994). It can be said tha t these

results related to ethical climate are appropriate to schools organiza-

tional characteristics.

The finding showed that all dimensions of transformational leadership

w^ere positively related to caring, law and code, rules ethical climate

types. The h ighest relationship was found between all dimensions of

transformational leadership and caring ethical climate type. Instrumen-

tal ethical climate was negatively related to providing vision or inspi-

ration, models behavior, fostering group goals, providing support and

providing intellectual stimulation. Instrumental was not significantly

related ho lding high performance expectations. The h ighest negative

relationship was found between instrumental and providing support,

models behavior. Independence ethical climate was positively related to

providing support, intellectual stimulation and holding high perform-

ance expectations. Independence was not significantly associated with

providing vision or inspiration, models behavior and fostering group

goals.

These results are in support of theoretical explanations and research re-

sults pertaining to transformational leadership in a few aspects. Firstly,

it confirms the assertion that transformational leadership is based on

deontological ethical basis (Aranson,2001; Kanungo, 2001; M endonca


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SAU> iAKnbeH , l,ition.M/:HetwemTraniform MionlSch oolLen/lershi/iimJEthical dimite 4 7

and out of holding high performance expectations they were negatively

related to instrumenta l ethical climate th at is based on egoism. Thirdly,

it is similar to Grojean, Resick, Dickson and Smith's (2004) opinion

that all dimensions of transformational leadership support ethical cli-

mate in different ways.

Results of the study indicated that school transformational leadership

was a significant predict of ethical climate. It was found that approxi-

mately 40 of total variance pertain ing to ethical climate can be ex-

plained by transformation^ leadership behaviors. According to results,

it may be stated tha t transformational leadership has a significant effect

on ethical c limate. The m ore transformational leadership behaviors are

realized, the stronger will the ethical climateis.These results are similar

to research findings of Engelbrecht, Aswegen and Th eron (2005).

This study aimed to investigate the relationship between transforma-

tional leadership dimensions and ethical climate types and the extent of

transformational leadership as a whole in predicting the ethical climate

of

th

schools. All dimensions of transformational leadership pred icting

ethical climate may be studied. Because this study is limited to trans-

formational leadership style, effects of other leadership styles on ethical

climate may also be studied. Because ethical climate research on edu ca-

tional organizations are very limited, studying ethical climate relation

with variables such as satisfaction and commitment might provide sig-

nificant contrihution to literature.


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1148 EDUCATIONAL SCIENCES:THEORYSc l RACTICE

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