Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Federico Guerra

Second Advisor

Roberto Zamora

Third Advisor

Rosalinda Hernandez

Abstract

Limited research explains how teachers in culturally and socioeconomically diverse secondary school settings experience principals’ ethical leadership behaviors and how those behaviors are perceived as shaping school climate. This qualitative study examined teachers’ perceptions of secondary school principals’ ethical leadership behaviors and the ways in which those behaviors were experienced as influencing relational, emotional, and professional dimensions of school climate.

Grounded in Social Learning Theory, the study employed a qualitative research design using semi-structured interviews and focus groups with secondary school teachers from diverse educational contexts. Data were analyzed using thematic analysis to identify patterns related to ethical leadership behaviors, school climate, and contextual influences.

Findings revealed that teachers understood ethical leadership not as an abstract concept but as observable, relational behaviors demonstrated through fairness, consistency, transparency, advocacy, respect, and integrity. Ethical leadership was most visible during decision-making processes, conflict resolution, accountability practices, and moments of professional support. Participants described ethical leadership behaviors as fostering trust, psychological safety, collaboration, and professional respect, which contributed to positive perceptions of school climate. Conversely, perceived inconsistencies, limited transparency, or insufficient communication were associated with decreased morale, increased stress, and strained professional relationships. Teachers also emphasized that cultural and socioeconomic contexts shaped how ethical leadership was interpreted and enacted, highlighting the importance of context-responsive leadership practices.

This study contributes to educational leadership scholarship by positioning ethical leadership as a distinct leadership construct grounded in relational practice rather than as a subset of transformational or transactional leadership. Findings offer implications for principal preparation programs, leadership development, and educational policy by emphasizing the role of ethical and culturally responsive leadership in fostering trust, equity, and supportive school climates in secondary education.

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Copyright 2026 Ericka Julie Carranza. All Rights Reserved. https://proquest.com/docview/3371129027

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