ISSN: 2456-9992 On Ethics And Leadership: Levels Of .
International Journal of Advanced Research and PublicationsISSN: 2456-9992On Ethics And Leadership: Levels OfTransformational Leadership And OccupationalWork Ethic Of Educational Middle Managers OfDe La Salle Lipa, PhilippinesJoseph Angelou I. Ng, PhDCollege of Education, Arts and Sciences, De La Salle Lipa,Lipa City, Philippines, PH ( ct: The success of any organization depends in part on the kind of leadership its manager has – not only on the style of leadership heportrays, but also on the ethical foundation that this leadership style is built. It is for the reason that when leadership in an organization isassessed, ethics becomes an equally important dimension to consider. This study looked into the transformational leadership level andoccupational work ethic of middle managers from the college department in De La Salle Lipa, one of the leading educational institutions inthe CALABARZON region of the Philippines. A descriptive method of research was utilized. Bass’ Model of Transformational Leadershipand Petty and Hill’s Work Ethic Model were used as the theoretical frameworks. Items adapted from the Multifactor LeadershipQuestionnaire (MLQ) and the Occupational Work Ethic Inventory (OWEI) comprised the data gathering instrument. Weighted mean andPearson’s correlation coefficient were the statistical tools used. Findings revealed that majority of the participants were females, middleaged, married, have acquired a master’s degree and have worked as educators for 11 to 15 years. They have moderately high levels oftransformational leadership and occupational work ethic. Transformational leadership was found to be significantly related to occupationalwork ethic. No statistically significant difference was noted in both transformational leadership and occupational work ethic based onprofile components. These results have become instrumental in devising an action plan which recommended strategies to enhance the workethic and leadership skills of educational middle managers in the said school.Keywords: ethical leadership, ethics, leadership, transformational leadership1. IntroductionIn the management of organizations, ethics and leadershipare often viewed to be complementary. Although each mayexist independently, the success of any organization isenhanced if leaders interplay the kind of leadership theyportray with moral practices and decisions. On its own,leadership is defined to be a process of influencing otherpeople to maximize their potentials in the attainment ofpersonal and group goals [1]. Ethics, on the other hand, isdefined to be a system of moral principles concerned withwhat is good and bad for individuals and the society [2].Despite the existence of various leadership styles andapproaches that leaders of today can practice,transformational leadership remains to be one of the mostpervasive styles that transcend organizations. It is a kind ofleadership characterized by encouragement, inspiration andmotivation among employees to make positive changes thatwill facilitate the success of a company. Transformationalleaders are often seen to give room for their subordinates toexercise decision-making and problem-solving in their owncapacities, and to assist them in fostering creativity in thekind of work they commit to [3]. When ethics is applied byemployees to their job, it is usually called occupationalethics. It is not simply about how a person dresses or how heprojects politeness, but is more on his ideals and behavior inwork-related activities [4]. It is important to note that whilepersonal ethics may influence occupational ethics, the latterremains to exist on its own since values, principles andactions at home do not necessarily have to be the same whena person works in an organization with its own corporateculture. A number of studies have already assessed bothethics and leadership among people working inorganizations. For one, the impact of transformationalleadership on employee satisfaction and leadershipeffectiveness is assessed. It was found out thattransformational leadership positively relates with both ofthe aforementioned organizational outcomes specificallywith the inclusion of ethics. The impact of bothtransformational leadership and ethics have been identified:employee satisfaction and leadership effectiveness have beenfound to have stronger positive relationship with ethics,while transformational leadership better explains thevariance in employee satisfaction. Nonetheless, bothtransformational leadership and ethics are found to build amore satisfied workplace and effective public leaders [5].Next, the mediating effect of ethical behaviors on therelationship between transformational leadership andemployee engagement is determined. This was done on thenotion that transformational leaders usually establish ethicalstandards and exhibit ethical behaviors. Findings revealed astrong correlation among all three variables paired with eachother – transformational leadership and employeeengagement, transformational leadership and ethicalbehavior, and ethical behavior and employee engagement[6]. Lastly, a study focusing on the benefits oftransformational leadership in relation to ethics in the contextof education was made. Although the study recognizes theequal significance of the contemporary leadershipapproaches as transactional and charismatic leadership ineducation, it highlighted transformational leadership as thestyle which is most suitable for guiding students within theschool conditions. Specifically, it said so based on threeimportant principles: 1) the ethical dimension oftransformational leadership, that is, the moral basis; 2) thevalidity of previous researches supported by evidence, and 3)evidences of the leaders’ practice in the field of educationVolume 3 Issue 6, June 2019www.ijarp.org67
International Journal of Advanced Research and PublicationsISSN: 2456-9992[7]. With the absence of a current study assessing ethics andleadership in De La Salle Lipa as a leading educationalinstitution in the CALABARZON region of the Philippines,this study aimed to measure the levels of transformationalleadership and occupational work ethic of educationalmiddle managers of the said school. Specifically, it sought toanswer the following questions:1.) What is the profile of the educational middlemanagers of De La Salle Lipa in terms of:A.) age;B.) sex;C.) civil status;D.) educational attainment; andE.) length of service in the institution?2.) What is the transformational leadership level of therespondents in terms of:A.) idealized attribute;B.) idealized behavior;C.) inspirational motivation;D.) intellectual stimulation; andE.) individualized consideration?3.) What is the occupational work ethic of therespondents in terms of:A.) interpersonal skills;B.) initiative; andC.) being dependable?4.) Is there a significant relationship between thetransformational leadership level and occupationalwork ethic of the respondents?5.) Is there a significant difference in thetransformational leadership level and occupationalwork ethic of the respondents when groupedaccording to profile?6.) Based on the results, what action plan may bedevised to enhance the ethics and leadership of theeducational middle managers in De La Salle Lipa?This study was confined to the responses of 29 middlemanagers of De La Salle Lipa specifically in the field ofhigher education: they are teacher-administrators assigned inthe management or operations of either a learning area or alearning program in any of the five colleges of theinstitution: College of Education, Arts and Sciences (CEAS);College of Business, Economics, Accountancy andManagement (CBEAM); College of Information Technologyand Engineering (CITE); College of International Hospitalityand Tourism Management (CITHM); and College of Nursing(CoN). Middle managers in education are defined as teacherswho take on any of the following roles in schools: heads ofacademic departments, pastoral heads or key stagecoordinators [8]. Throughout the course of this study, thefollowing responses were obtained from them: their levels oftransformational leadership in terms of five factors: idealizedattribute, idealized behavior, inspirational motivation,intellectual stimulation, and individualized consideration;and their occupational work ethic in terms of three factors:interpersonal skills, initiative, and being dependable. Thisresearch was limited to the assessment of transformationalleadership level and occupational work ethic based on astudy by Malana [9] which adapted items from theMultifactor Leadership Questionnaire and the OccupationalWork Ethic Inventory. The items of the survey were not usedto generalize about transformational leadership andoccupational ethic from other similar questionnaires.Likewise, the variables were only assessed among middlemanagers who are at the same time educators or facultymembers of De La Salle Lipa from the five aforementionedcolleges. Their counterparts in the basic educationdepartment of the institution (learning area chairs from thegrade school, junior high school and senior high school) aswell as middle managers from the same institution whosenature of work is not directly in line with teaching (academicservice faculty and non-teaching personnel) were no longerincluded as participants. Lastly, this study respected thedecision of the participants to take part in the survey. Thisstudy bore no control on their willingness to answer thesurvey questionnaire. This study utilized Bass’Transformational Leadership Theory and Petty and Hill’sWork Ethic Model as frameworks. For one, Bernard Bassdefined transformational leaders as the type of leaders whocall for change, develop foresight and vision, and maximizethe commitment of followers to achieve beyond what isexpected. Transformational leadership has four major factors– commonly called as the four I’s – which concretelycharacterize this style of leadership. The first factor idealizedinfluence comprise both idealized attributes and idealizedbehaviors [10] that is why transformational leadership islikewise accepted to have five factors. Idealized attributes(IA) relate to extraordinary behaviors and capabilities forwhich a leader is admired. Idealized behaviors (IB) refer tothe capacity of a leader to become a role model for hisfollowers and to employ good decision-making skills.Inspirational motivation (IM) is that innate capacity of theleader to challenge his followers to envision an agreed futurestate; it likewise relates to the optimism and enthusiasm of aleader to mobilize people towards a goal. Intellectualstimulation (IS) relates to critical and creative thinking: aleader thinks outside of the box and reframes a problem in anattempt to craft solutions. Individualized consideration (IC)is all about empathic thinking – a leader puts himself in hisfollowers’ shoes, and expresses understanding and concernon the needs and aspirations of his followers. Figure 1illustrates the additive effect of transformational leadership –that is, if all factors are combined, an organization isexpected to reach “performance beyond expectations” [9]. Amodel for work ethic was devised by George Petty andRoger Hill for both supervisors and workers. According tothem, occupational work ethic is characterized by threefactors: interpersonal skills, initiative and being dependable.Interpersonal skills include the habits, attitudes, manners,appearance and behaviors that a person exhibits in relatingwith another individual or a group of persons. Initiativerelates to the execution of a beneficial action for theorganization by a follower even without previous instructionor direct supervision from the leader. Lastly, beingdependable is considered one of the highly sought after traitsthat workers must possess in an organization. This factor isusually characterized by such traits as honesty, reliability andbeing on time [11]. Figure 2 presents Petty and Hill’s WorkEthic model.2. Method2.1 Research DesignThe study is classified as descriptive research, which isdefined as a type of study concerned not only withcharacteristics of individuals but with characteristics of thewhole sample thereof [12]. Surveys may either be qualitativeVolume 3 Issue 6, June 2019www.ijarp.org68
International Journal of Advanced Research and PublicationsISSN: 2456-9992or quantitative in verbal or mathematical form. As responsesto the survey questionnaire were numerical in nature, thisresearch is likewise classified as a quantitative researchstudy. Quantitative research is the gathering of numericaldata and using them to generalize across groups of people indescribing a certain phenomenon [13].2.2 Participants of the StudyThe participants of the study were educational middlemanagers of De La Salle Lipa. They are full-time facultymembers concurrently appointed either as learning area chairor program chair in the five colleges of the institution for SY2018-2019.2.3 Data Gathering Procedures and EthicalConsiderationsAt the start of the data gathering phase, identification oftarget participants were made with reference to thememorandum released on the administrative appointmentsfor school year 2018-2019. Approval from the ethicscommittee of the Office of Research and Publications of theinstitution was likewise sought to acquire ethical clearance inrelation to data gathering. Afterwards, administration of thequestionnaires commenced. Attached to the questionnairewas an informed consent form stating the purpose of theresearch study, a short description of the questionnaire, theapproximate time of questionnaire completion and theirrights as participants. The form likewise stressed thatconfidentiality is upheld throughout the course of the studyas their identities were kept anonymous and their responseswere used to assess their transformational leadership leveland occupational work ethic. The participants were likewiseinformed that at any point of the data gathering process, theyhave the full right to withdraw from the study should theywish to do so. Retrieval of the questionnaires wereaccomplished afterwards, followed by the tallying of the datafor statistical interpretation by taking note of the highest andlowest scores among the responses made by the participants,as well as significant relationships among the researchvariables.2.4 InstrumentThe data gathering instrument is a survey questionnaireintended to measure the levels of transformational leadershipand occupational work ethic of the educational middlemanagers of De La Salle Lipa. The questionnaire, adoptedfrom a similar study by Manala, is made up of two sections:the first section is composed of 16 statements adapted fromthe Multifactor Leadership Questionnaire (MLQ) thatmeasure the five factors of Bass’ TransformationalLeadership theory, while the second is composed of 39work-ethic related descriptors and statements adopted fromPetty’s Occupational Work Ethic Inventory [5]. The 16 itemsadapted from the Multifactor Leadership Questionnaire(MLQ) are intended to measure the levels oftransformational leadership based on the five factorspreviously discussed. Items are positively stated and are onthe first-person perspective. Specifically, the distribution ofitems to the five factors are as follows: idealized attributes(items 1-3), idealized behavior (4-6), inspirational motivation(7-10), intellectual stimulation (11-13), and individualizedconsideration (14-16). The 39 items taken from theOccupational Work Ethic Inventory (OWEI) are either oneor two-word positively stated descriptors that represent keywork ethic or work attitude concepts. Each descriptor isimmediately followed by a statement to expound on itsmeaning and to assist the participants. Items on this sectionare likewise distributed among the three factors ofoccupational work ethic as previously described by Petty andHill’s work ethic model. Items 1-16 measure interpersonalskills; 17-32 relate to initiative; and 33-39 assess beingdependable. A seven-point Likert scale is set for bothsections, with responses ranging from the followingdescriptors: never (1), almost never (2), seldom (3),sometimes (4), usually (5), almost always (6) and always (7).Weighted mean scores of the responses of middle managersto each item of the questionnaire were interpreted based onthe following ranges: 1.00 – 1.49 Very Low (VL); 1.50 –2.49 Moderately Low (ML); 2.50 – 3.49 Slightly Low (SL);3.50 – 4.49 Average (A); 4.50 – 5.49 Slightly High (SH);5.50 – 6.49 Moderately High (MH); and 6.50 – 7.00 VeryHigh (VH).2.5 Statistical Treatment of DataThe responses of the participants to the survey questionnairewere numerical in nature. In particular, the followingstatistical tools were used in interpreting the data: frequencyand percentage for the profile components; weighted mean toget the average scores obtained by the participants inassessing their levels of transformational leadership andoccupational work ethic; Pearson’s correlation coefficient toidentify significant relationships between transformationalleadership level and occupational work ethic; and ANOVAto identify significant differences in the two aforementionedvariables when respondents are grouped according to profile.3. Results and DiscussionAfter data have been acquired, they were tallied and weresubjected to the appropriate statistical tools by the researcherthrough the use of the IBM Statistical Package for the SocialSciences software. Data are presented in tables below and onthe next pages, followed by respective discussions whichinclude previous literature relevant to the current results ofthis study.Table 1: Profile of the Respondents in Terms of AgeAgeyoung adult (18-35 years)middle-aged adult (36-55 years)older adult (56 years and .00Table 1 presents the ages of the participants classifiedthrough the following age ranges for adults: young adults(18-35 years), middle-aged adults (36-55 years) and olderadults (56 years and above) [14]. Data show that majority ofthe respondents fall on the age bracket for middle-agedadults, accounting to 75.9% of the total number ofparticipants. Results coincide with a study exploring on theteaching styles of classroom managers in one school in thePhilippines, which found out that majority of the participantsbelonged to the middle-age bracket [15].Table 2: Profile of the Respondents in Terms of SexSexmalefemaleTOTALVolume 3 Issue 6, June 100.0069
International Journal of Advanced Research and PublicationsISSN: 2456-9992Table 2 shows the profile of the participants in terms of sex,and it reveals that there are more female middle-managersthan males in the research locale – accounting to 62.1% ofthe total number. This result coincides with a finding of aprevious study among school heads in the Philippines whichfound out that there were more female school heads thanmales [16].Table 3: Profile of the Respondents in Terms of Civil StatusCivil 4.565.5100.00It can be seen from table 3 that majority of the educationalmiddle-managers are married, taking in 65.5% of the totalnumber of respondents. This result seems to coincide with aprevious study which established a trend analysis of womenrising to the ranks of being administrators in four differentfields, including higher education administration. The studyrevealed that in this field, women administrators are usuallymarried and have small families [17].Table 4: Profile of the Respondents in Terms of EducationalAttainmentEducational Attainmentmaster’s graduatedoctorate 00Profile in terms of highest educational attainment ispresented in table 4. Majority of the participants havefinished their respective master’s degrees. Despite the factthat obtaining a master’s degree is specifically a minimumrequirement
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