Browsing by Author "Hlongwane, Celumusa Bethuel."

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School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.
(2024) Hlongwane, Celumusa Bethuel.; Bhengu, Thamsanqa Thulani.
Several studies have highlighted the importance of ethical leadership during this era of accountability. Scholarship suggests that ethical leadership is at the heart of school life as decisions are underpinned by ethics. This study explored school principals’ experiences of ethical leadership. The study further examined why school principals enacted ethical leadership the way they do. Underpinned by the interpretive paradigm, a qualitative design and a case study methodology, six school principals were interviewed using semi-structured interviews. Documents reviews were used to augment data generated through interviews. Multiple Ethical Paradigm Theory, Chaos Theory, Accountability Theory, and Stakeholder Theory were used as theoretical lenses to frame the analysis of data. Data was subjected to thematic cross-case analysis. To this effect, a meta matrix analysis tool and Document Review Schedule were used to thoroughly analyse data generated from interviews and documents respectively. The study found that school principals embrace ethical leadership in their leadership as school leaders because they are of the strong view that it yields many benefits in the entire school environment. Also, the findings of the study suggest that school principals have a clear understanding of ethical leadership; however, some still enacted unethical leadership practices. The study found that some school principals are conscious that ethical awareness is their responsibility as school leaders and the latter is enhanced through human interaction. To achieve this endeavour, the study found that some school principals believe in being exemplary and have taken upon themselves to enhance ethical leadership in their schools while others collaborate with other stakeholders like teacher unions, the DBE, Traditional Leaders and even Taxi Drivers’ Associations. This thesis concludes that the nexus between accountability and ethical behaviour remains elusive, as a result, ethical leadership for some school principals remains a pie in the sky; in some instances, it is a well-preached gospel that is hardly practiced. Since this study was conducted in one education district where six school principals participated in the study, I therefore recommend another study of the phenomenon to be conducted. To this effect, a mixed method study that will also include statistical data is recommended in order to allow for data to be extrapolated to a wider population.
Understanding principals’ lived experiences of ethical dilemmas on issues relating to educators’ codes of professional ethics in Umgungundlovu District.
(2021) Hlongwane, Celumusa Bethuel.; Mthembu, Pinkie Euginia.
School principals are the most important educational leaders in education because of the delegated powers vested upon them by the education system. Hence, they need to have strong ethics and morals which will inform their day to day leadership activities in schools. The study sought to explore principals’ lived experiences of ethical dilemmas as they carry out their work of dealing with issues relating to educators’ codes of professional ethics. The study further sought to explore strategies applied by principals in their leadership to resolve their ethical dilemmas in their practice of enhancing the educators’ codes of professional ethics. The Hunt and Vitell general theory of marketing ethics was used as the theoretical framework for this study. The study adopted an interpretive paradigm located in the qualitative research approach. A hermeneutic phenomenology was employed where semi-structured interviews were adopted as a data generation method. Through purposive sampling, seven local school principals were identified as research participants. The data generated was thematically analysed which identified codes and themes. The study argues that principals encounter ethical dilemmas daily as they deal with cases involving educators who have violated the codes of professional ethics. Furthermore, the study also reveals that principals handle their ethical dilemmas with difficulty and in isolation as the support they require in the process is not provided by the relevant structures.