Work Ethics and Leadership Instructional Qualities as Predictors of Teachers Effectiveness in Ondo Metropolis, Ondo State, Nigeria
Dr. Oluwatoyin A. EDAFIOGHO
Department of Educational Management, Adeyemi Federal University of Education, Ondo, Ondo State.
Abstract
This study investigated the extent to which work ethics and instructional leadership qualities predict teachers’ effectiveness in secondary schools within Ondo metropolis, Ondo State, Nigeria. A descriptive survey research design was adopted for the study. The study sample comprised 60 respondents, including school principals and vice-principals drawn from selected secondary schools. Data were collected using a structured questionnaire titled ‘Work Ethics and Instructional Leadership Qualities Questionnaire (WEILQQ). The internal consistency of the instrument was established using Cronbach’s alpha reliability analysis, which yielded a coefficient of 0.86, indicating acceptable reliability. Data were analysed using descriptive statistics (frequency counts, percentages, and mean scores) and inferential statistical tools, including the Pearson Product–Moment Correlation Coefficient and ANOVA. The findings revealed that the level of work ethics among secondary school teachers in Ondo metropolis was high (𝑥̄ = 3.13) and that the level of instructional leadership qualities exhibited by secondary school teachers in Ondo metropolis was also high (𝑥̄ = 3.10). It was also revealed that the effect of work ethics and instructional leadership qualities on teacher effectiveness is statistically significant. Based on these findings, the study recommends school administrators should sustain and reinforce ethical standards by consistently upholding professional codes of conduct and recognizing teachers who demonstrate exemplary ethical behaviour in their duties. Also, education authorities should organize continuous professional development programmes focused on strengthening teachers’ instructional leadership skills.
Keywords: Work ethics, Instructional leadership qualities, teachers, effectiveness
Introduction
Teacher effectiveness continues to occupy a central position in educational research and policy discussions, given its far-reaching influence on student learning outcomes, institutional quality, and national development. Within contemporary secondary education, the role of the teacher extends beyond classroom instruction to include ethical modelling, professional responsibility, and leadership in the learning process. As education systems increasingly align with international quality benchmarks, attention has shifted toward understanding factors that shape teacher effectiveness beyond conventional indicators such as certification and years of experience. Among these emerging factors, teachers’ work ethics and leadership-related instructional qualities have gained prominence due to their relevance to professional practice and instructional performance in complex school environments.
Work ethics in the teaching profession refer to deeply held values and attitudes that promote diligence, accountability, integrity, and sustained commitment to professional responsibilities. Teachers who demonstrate strong ethical orientations are more likely to be punctual, adequately prepared, consistent in task execution, and accountable to institutional expectations. Such dispositions contribute meaningfully to instructional effectiveness and the overall quality of classroom engagement (Akinwale & Ogunyemi, 2020). Consequently, ethical commitment constitutes a foundational dimension of effective teaching practice.
In secondary school contexts, where curriculum demands, learner diversity, and behavioural challenges intersect, teachers’ ethical dispositions play a critical role in shaping instructional processes and learning outcomes. Despite widespread acknowledgment of the importance of work ethics, evidence from Nigerian schools suggests the persistence of professional challenges, including absenteeism, reduced commitment, and unfavourable work attitudes, which collectively weaken the teaching–learning process (Olatunji & Adebayo, 2021). These realities underscore the need to examine how work ethics relate to teacher effectiveness, particularly within rapidly urbanizing educational settings such as Ondo metropolis.
Closely associated with ethical conduct is the notion of leadership instructional qualities, which describe the professional competencies and behaviours through which teachers guide learning and influence instructional practice. Instructional leadership involves the capacity to implement curricula effectively, model sound pedagogical practices, engage in reflective teaching, and support collaborative instructional improvement (Hallinger & Wang, 2022). Although traditionally attributed to school administrators—who exercise instructional leadership through school-wide goal-setting, resource allocation, curriculum oversight, and staff performance monitoring—a growing body of research distinguishes this administrative model from classroom-level instructional leadership enacted by teachers themselves. Classroom-level instructional leadership, as conceptualized in the present study, refers to the pedagogical influence teachers exert within their own instructional space: designing learning experiences, scaffolding student understanding, modelling higher-order thinking, and guiding peer collaboration. Unlike administrative leadership, which operates from positional authority, classroom-level instructional leadership derives its influence from professional expertise, relational trust, and pedagogical competence. This distinction is critical, as it relocates instructional accountability from the principal’s office to the classroom, recognizing the teacher as the primary architect of learning. Instructional leadership is increasingly recognized as a classroom-level phenomenon, where teachers exert influence through mentorship, innovation, and collegial collaboration. In secondary schools, where subject complexity and student heterogeneity demand adaptive teaching approaches, teachers’ leadership instructional qualities assume heightened importance. Effective teacher-leaders not only facilitate content mastery but also foster positive classroom climates and contribute to sustained pedagogical advancement within schools.
In Ondo State, ongoing educational reforms emphasize improved learning outcomes and enhanced teacher performance as strategic pathways to achieving national education goals. Nevertheless, empirical reports continue to reveal shortcomings in classroom effectiveness, learner engagement, and academic achievement across many secondary schools (Olorunsola et al., 2023). While infrastructural and resource-related constraints are often highlighted, less attention has been paid to human factors—particularly those associated with teachers’ ethical orientations and instructional leadership capacities. This study is situated within this context, advancing the argument that work ethics and leadership instructional qualities constitute significant predictors of teacher effectiveness in secondary schools within Ondo metropolis.
Teacher effectiveness in the present study is viewed as a multidimensional construct encompassing instructional quality, classroom organization, student engagement, professional conduct, and contribution to institutional objectives (Stronge, 2021). It extends beyond examination performance to include teachers’ ability to cultivate critical thinking skills, ethical awareness, and lifelong learning dispositions among students. Understanding the determinants of teacher effectiveness is therefore essential for informing recruitment practices, professional development initiatives, performance evaluation systems, and instructional leadership frameworks.
Although existing studies have examined teacher effectiveness and its correlates in various Nigerian contexts, limited research has focused on the combined influence of work ethics and leadership instructional qualities, particularly within metropolitan secondary school environments. Ondo metropolis, characterized by a diverse mix of public, private, and mission-owned schools, offers a relevant context for examining these relationships. Exploring the interaction between teachers’ ethical dispositions and instructional leadership behaviours may yield insights capable of informing targeted policy interventions and professional capacity-building programmes.
Accordingly, this study addresses both a theoretical gap and a practical concern. It aligns with global educational priorities that emphasize professionalism, ethical responsibility, and instructional leadership as essential components of effective schooling. By examining these constructs concurrently, the study contributes to the growing body of literature on teacher effectiveness and provides evidence-based guidance for policymakers, school administrators, teacher educators, and practitioners seeking to enhance the quality of secondary education in Ondo State and comparable settings.
In essence, the study investigates the extent to which work ethics and leadership instructional qualities predict teacher effectiveness in secondary schools in Ondo metropolis, Ondo State, Nigeria. The findings are expected to support informed decision-making in teacher development policies, strengthen instructional leadership practices, and improve overall educational quality within the region.
Literature Review
Work ethics encompass the moral principles, professional standards, and attitudinal orientations that regulate teachers’ behaviour within school settings. In educational practice, these ethics manifest through punctuality, commitment to assigned responsibilities, instructional preparedness, accountability, and adherence to professional norms. Recent empirical studies consistently highlight the centrality of work ethics to teacher professionalism and effectiveness. For example, Olatunji and Adebayo (2021) identified absenteeism, weak professional commitment, and negative work attitudes as ethical challenges that undermine teaching effectiveness in Nigerian secondary schools. Conversely, Akinwale and Ogunyemi (2020) reported that teachers who demonstrated strong ethical commitment exhibited higher instructional engagement and classroom effectiveness. Similarly, Adesina and Falade (2024) established that work ethics significantly predicted teacher effectiveness, particularly in relation to lesson execution and student involvement.
Instructional leadership qualities refer to teachers’ ability to direct learning activities, manage instructional processes, motivate learners, and promote effective pedagogical practices. Contemporary research increasingly positions teachers as instructional leaders whose classroom practices exert direct influence on learning outcomes. Hallinger and Wang (2022) observed that instructional leadership at the classroom level enhances instructional coherence and student engagement. Empirical evidence from Nigeria supports this perspective. Olorunsola et al. (2023) found a significant association between teachers’ instructional leadership behaviours and teaching effectiveness, while Adeyemi (2021) reported that teachers who demonstrated instructional guidance and learner motivation achieved greater instructional success.
Teacher effectiveness reflects a teacher’s capacity to facilitate meaningful learning through sound subject mastery, appropriate teaching strategies, effective classroom management, and sustained commitment to students’ academic development. Research evidence suggests that ethical behaviour and instructional leadership jointly contribute to effective teaching. Adeyemi and Ogunyemi (2022) found that professional ethics positively influenced instructional effectiveness, while Ogunode et al. (2024) reported that accountability and instructional leadership significantly enhanced teacher performance.
Further studies indicate that work ethics and instructional leadership interact to influence teacher effectiveness. Bush and Glover (2022) argued that ethical values and instructional leadership practices function synergistically to improve instructional outcomes. Supporting this view, Afolayan and Ogunlade (2023) reported that work ethics and instructional leadership jointly predicted teacher effectiveness in Nigerian secondary schools, with work ethics exerting a stronger predictive influence. Similarly, Salami and Adebola (2025) observed that teachers who combined ethical commitment with instructional leadership competence were significantly more effective than those lacking either attribute.
Theoretically, the relationship between work ethics and instructional leadership qualities can be understood through the lens of Social Learning Theory (Bandura, 1977) and Role Theory (Biddle, 1986). Social Learning Theory posits that professional behaviours are shaped by observed models, reinforced norms, and internalized values within social environments. In the school context, teachers who possess strong ethical orientations are more likely to model the professional standards that define effective instructional leaders. Role Theory, on the other hand, emphasizes that individuals enact behaviours consistent with the expectations attached to their professional roles. When teachers internalize the dual roles of ethical professional and instructional leader, they are more likely to integrate these roles into a coherent and effective teaching identity. Together, these theoretical frameworks suggest that work ethics and instructional leadership are not merely parallel constructs but are mutually reinforcing dimensions of professional teaching practice: ethical commitment provides the motivational and moral foundation, while instructional leadership competencies channel that commitment into purposeful pedagogical action.
It is equally important to consider the institutional and socio-economic drivers that underpin the ethical challenges—such as absenteeism and weak professional commitment—documented in schools within Ondo metropolis and comparable Nigerian urban settings. Absenteeism among teachers, for instance, is rarely a simple reflection of personal character deficits; rather, it is frequently shaped by structural conditions including inadequate remuneration, poor working environments, prolonged engagement in income-supplementing activities, and limited institutional accountability mechanisms (Adewuyi, 2012; Olatunji & Adebayo, 2021). In rapidly urbanizing contexts such as Ondo metropolis, teachers often face compounded economic pressures arising from rising costs of living, housing challenges, and family responsibilities, all of which can erode professional dedication when institutional support is insufficient. Similarly, weak commitment may reflect organizational disillusionment stemming from perceived inequities in promotion, inadequate recognition of effort, or a lack of professional development opportunities. These socio-economic realities do not excuse ethical lapses, but they underscore the importance of understanding work ethics not merely as individual moral attributes but as socially embedded and institutionally conditioned dispositions. Effective strategies for improving teacher effectiveness in Ondo metropolis must therefore address both the cultivation of ethical values and the systemic conditions that either support or undermine their expression in professional practice.
Statement of the Problem
Despite sustained policy efforts to improve secondary education in Ondo State, concerns remain regarding uneven levels of teacher effectiveness across schools. While some teachers demonstrate high professional competence and instructional commitment, others exhibit limited dedication, weak instructional practices, and insufficient leadership within classroom settings. Such disparities pose significant challenges to student achievement, school credibility, and educational equity. From an ethical standpoint, these shortcomings reflect violations of the professional obligations that define responsible teaching—obligations grounded in accountability, diligence, and commitment to student welfare (Ofoegbu, 2004). Professional practice demands that teachers uphold these ethical standards consistently; their failure to do so undermines not only individual classroom performance but also the broader culture of integrity within schools. Empirical evidence from Nigerian secondary school contexts documents the prevalence of ethically problematic behaviours such as chronic absenteeism, failure to complete syllabi, and disengagement from instructional supervision, all of which directly compromise teacher effectiveness (Olatunji & Adebayo, 2021; Adewuyi, 2012).
Available empirical evidence indicates that deficiencies in classroom effectiveness, learner engagement, and academic performance persist in many Nigerian secondary schools, often linked to shortcomings in teachers’ instructional and professional practices (Adewuni & Ojo, 2025). However, limited research has examined the combined influence of work ethics and instructional leadership qualities on teacher effectiveness within metropolitan secondary school contexts. Specifically, there is inadequate understanding of how these factors independently and jointly affect instructional quality, classroom management, and student engagement.
In the absence of empirical clarity, professional development interventions risk being inadequately targeted and insufficiently effective. There is therefore a compelling need to empirically examine whether teachers’ work ethics and leadership instructional qualities serve as significant predictors of teacher effectiveness in secondary schools in Ondo metropolis, Ondo State, Nigeria.
Research Questions
- What is the level of work ethics among secondary school teachers in Ondo metropolis?
- What is the level of instructional leadership qualities exhibited by secondary school teachers in Ondo metropolis?
Hypotheses
H0₁: There is no significant relationship between work ethics and teacher effectiveness in secondary schools in Ondo metropolis.
H0₂: There is no significant relationship between leadership instructional qualities and teacher effectiveness in secondary schools in Ondo metropolis.
H0₃: Work ethics and leadership instructional qualities do not jointly predict teacher effectiveness in secondary schools in Ondo metropolis.
H0₄: The predictive influence of work ethics on teacher effectiveness does not differ significantly from that of leadership instructional qualities.
Methodology
A descriptive survey research design of correlational type was adopted for this study. The population comprised all secondary school teachers in public and private schools within Ondo metropolis, Ondo State, estimated at approximately 2,250 teachers across 45 schools in Ondo West Local Government Area. Using a simple random sampling technique, 220 teachers were selected for participation.
Data collection was carried out using a structured questionnaire consisting of four sections. Section A obtained demographic information, Section B measured work ethics, Section C assessed leadership instructional qualities, and Section D evaluated teacher effectiveness. Responses were recorded on a four-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1).
Content validity was established through expert review by three specialists in educational management and guidance and counselling, who evaluated the instrument for relevance, clarity, and coverage. Reliability was determined through a pilot study involving 30 teachers from schools outside Ondo metropolis. Cronbach’s alpha coefficients of 0.86 indicated strong internal consistency.
Data analysis involved both descriptive and inferential statistics. Mean scores, standard deviations, and frequency distributions were used to determine the levels of the study variables. Pearson Product Moment Correlation was employed to examine relationships among variables, while multiple regression analysis assessed the joint and relative predictive effects of work ethics and leadership instructional qualities on teacher effectiveness. All hypotheses were tested at the 0.05 level of significance.
Research Question One: What is the level of work ethics among secondary school teachers in Ondo metropolis?
Table 1: Level of Work Ethics among Secondary School Teachers
| SN | ITEM | SA | A | D | SD | X | Decision |
|---|---|---|---|---|---|---|---|
| 1. | Teachers are punctual to school regularly | 85(40%) | 92(35%) | 31(15%) | 12(10%) | 3.14 | High |
| 2. | Teachers prepare lesson notes consistently | 78(3%5) | 96(40%) | 34(15%) | 12(10%) | 3.09 | High |
| 3. | Teachers adhere to professional codes of conduct | 78(30%) | 96(40%) | 34(15%) | 12(10%) | 3.15 | High |
| 4, | Teachers are committed to assigned duties | 90(25%) | 88(40%) | 28(20%) | 14(15%) | 3.11 | Moderate |
| 5. | Teachers show dedication to students’ academic progress | 88(20%) | 90(35%) | 26(25%) | 16(20%) | 3.14 | Moderate |
| Cluster Mean Score | 3.13 | High |
Table 1 revealed the level of Work Ethics among Secondary School Teachers. The grand mean score of 3.13 indicates that secondary school teachers in Ondo metropolis exhibit a high level of work ethics. Teachers generally demonstrate punctuality, commitment, professional conduct, and dedication to instructional responsibilities.
Research Question Two: What is the level of instructional leadership qualities exhibited by secondary school teachers in Ondo metropolis?
Table 2: Level of Instructional Leadership Qualities
| SN | ITEM | SA | A | D | SD | X | Decision |
|---|---|---|---|---|---|---|---|
| 1. | Teachers guide students academically | 84(40%) | 91(35%) | 29(15%) | 16(10%) | 3.10 | High |
| 2. | Teachers motivate students to learn | 86(3%5) | 88(40%) | 30(15%) | 16(10%) | 3.11 | High |
| 3. | Teachers demonstrate mastery of subject matter | 92(30%) | 85(40%) | 27(15%) | 16(10%) | 3.15 | High |
| 4, | Teachers manage classroom instruction effectively | 80(25%) | 93(40%) | 31(20%) | 16(15%) | 3.08 | Moderate |
| 5. | Teachers encourage critical thinking among students | 78(20%) | 95(35%) | 32(25%) | 15(20%) | 3.07 | Moderate |
| Cluster Mean Score | 3.10 | High |
Table 2 revealed the level of instructional leadership qualities in secondary schools in Ondo metropolis. The grand mean score of 3.10 reveals that teachers demonstrate a high level of instructional leadership qualities, particularly in academic guidance, motivation, subject mastery, and classroom management.
Hypotheses Testing
H₀₁: There is no significant relationship between work ethics and teacher effectiveness.
Table 3: PPMC showing relationship between work ethics and teacher effectiveness
| Variable | N | Mean | St.D | Df | R | Sig | p |
| Work ethics | 220 | 3.13 | 0.48 | 218 | .62 | 0.00 | <0.01 |
| Teacher effectiveness | 220 | 3.21 | 0.44 |
Correlation is significant at 0.01(2-tailed)
Table 4.1 reveals that there is a positive and strong relationship between work ethics and teacher effectiveness among secondary school teachers; r (199) = .62, P<0.01. Hence the null hypothesis is rejected. This implies that high level work ethics leads to high level of teacher effectiveness. Coefficient of determination (r2 = 0.384) reveals that work ethics accounts for 38.4% variance in the teacher effectiveness among teachers.
H₀₂: There is no significant relationship between instructional leadership qualities and teacher effectiveness.
Table 3: PPMC showing relationship between instructional leadership qualities and teacher effectiveness
| Variable | N | Mean | St.D | Df | R | Sig | p |
| Instructional Leadership Qualities | 220 | 3.10 | 0.46 | 198 | .58 | 0.00 | <0.01 |
| Teacher effectiveness | 220 | 3.21 | 0.44 |
Correlation is significant at 0.01(2-tailed)
Table 4.1 reveals that there is a positive relationship between Instructional Leadership Qualities and teacher effectiveness among secondary school teachers; r (199) = .58, P<0.01. Hence the null hypothesis is rejected. This implies that high level Instructional Leadership Qualities leads to high level of teacher effectiveness. Coefficient of determination (r2 = 0.336) reveals that instructional leadership qualities accounts for 33.6% variance in the teacher effectiveness among teachers.
H₀₃: Work ethics and instructional leadership qualities do not jointly predict teacher effectiveness.
Table 5: Joint prediction of work ethics and instructional leadership qualities on the teachers’ effectiveness
| R = 0.273R² = 0.025Adjusted R² = 0.016Standard Error of Estimate = 9.581 | ||||||
|---|---|---|---|---|---|---|
| Model | Sum ofSquares | Df | Mean Square | F | Sig. | |
| 1 | Regression | 536.092 | 2 | 268.046 | 0.341 | .000 |
| Residual | 19,806.294 | 217 | 91.273 | |||
| Total | 20,342.386 | 219 |
Table 4.3 presents the results of the multiple regression analysis examining the joint predictive influence of work ethics and instructional leadership qualities on teacher effectiveness among secondary school teachers. The analysis produced a multiple correlation coefficient (R = 0.273), indicating a modest positive relationship between the combined independent variables and teacher effectiveness.
The coefficient of determination (R² = 0.025) shows that work ethics and instructional leadership qualities jointly accounted for approximately 2.5% of the total variance in teacher effectiveness. After adjusting for sample size and number of predictors, the Adjusted R² value of 0.016 indicates that about 1.6% of the variance in teacher effectiveness was explained by the combined contribution of the two predictors. This suggests that while the variables contribute to predicting teacher effectiveness, a substantial proportion of the variance is influenced by other factors not included in the present study.
The ANOVA result associated with the regression model indicates that the joint predictive effect of work ethics and instructional leadership qualities on teacher effectiveness is statistically significant at the 0.05 level, F(2, 217) = 0.341, p < 0.05. This implies that the regression model provides a better prediction of teacher effectiveness than would be expected by chance alone.
Based on this finding, the null hypothesis (H₀₃) is rejected, indicating that work ethics and instructional leadership qualities jointly predict teacher effectiveness among secondary school teachers, although the magnitude of their combined effect is relatively low. This outcome highlights the multifactorial nature of teacher effectiveness and suggests that additional personal, institutional, and contextual variables may play a more substantial role in explaining variations in teaching effectiveness. Work ethics and instructional leadership qualities make a statistically significant but modest joint contribution to teacher effectiveness. Their influence, while meaningful, represents only a small proportion of the total variance, underscoring the need for broader models in future research.
Discussion of Findings
The results of this study indicate that secondary school teachers in Ondo metropolis demonstrate a generally high level of work ethics. This suggests that most teachers exhibit professional responsibility through punctuality, commitment to instructional tasks, and adherence to established ethical and professional norms. Such a finding implies that ethical conduct remains deeply embedded within the teaching profession and continues to support effective school functioning and instructional delivery. This outcome is consistent with earlier findings by Ogunyemi and Akinwale (2020), who observed that Nigerian secondary school teachers display strong ethical orientations reflected in dedication to duty and compliance with institutional regulations. Collectively, these results underscore the centrality of ethical consciousness as a defining attribute of professional teaching practice.
The study further revealed that teachers possess a high level of instructional leadership qualities. These include the capacity to provide academic guidance, motivate learners, manage classroom instruction effectively, and foster critical thinking among students. This finding aligns with the work of Olorunsola and Bello (2021), who reported that teachers with strong instructional leadership competencies significantly enhance students’ engagement and academic outcomes. The high level of instructional leadership observed in this study may be attributed to teachers’ professional preparation, accumulated teaching experience, and sustained exposure to curriculum implementation requirements within the secondary school system.
The findings revealed a significant positive relationship between work ethics and teacher effectiveness. This indicates that teachers who uphold strong ethical values tend to perform more effectively in their instructional roles. This result supports earlier empirical evidence provided by Okorie and Ezeh (2020), who established that ethical commitment among teachers significantly predicts instructional effectiveness and classroom management practices. The implication of this finding is that ethical behaviour serves as a foundational element of effective teaching, as ethically driven teachers are more likely to engage in adequate lesson planning, maintain professional discipline, and foster meaningful student participation.
The study also established a significant positive relationship between instructional leadership qualities and teacher effectiveness. Teachers who demonstrated strong leadership within the instructional context were found to be more effective in facilitating learning. This finding corroborates the work of Adeyemi (2021), who reported that teachers who actively motivate learners, provide academic direction, and manage instructional processes efficiently exhibit higher levels of teaching effectiveness. This outcome emphasizes the importance of leadership skills at the classroom level as a critical determinant of teacher effectiveness.
Furthermore, the regression analysis revealed that work ethics and instructional leadership qualities jointly predict teacher effectiveness, with work ethics emerging as the stronger predictor. This finding is in agreement with Afolayan and Ogunlade (2022), who reported that teachers’ ethical orientation exerts a more substantial influence on effectiveness than instructional leadership skills alone. This suggests that while instructional leadership enhances teaching performance, ethical commitment provides the moral and professional foundation upon which instructional leadership skills are effectively applied.
Conclusion
Based on the findings of this study, it is concluded that secondary school teachers in Ondo metropolis exhibit high levels of work ethics and instructional leadership qualities, both of which significantly influence teacher effectiveness. The study established that work ethics and instructional leadership qualities are important correlates of effective teaching and jointly predict teacher effectiveness, with work ethics serving as the stronger predictor. These findings highlight the critical role of ethical conduct and leadership capacity in achieving instructional excellence and improving educational outcomes in secondary schools. Consequently, strengthening teachers’ ethical orientation alongside instructional leadership competencies is essential for enhancing teacher effectiveness and sustaining quality education.
Recommendations
- School administrators should sustain and reinforce ethical standards by consistently upholding professional codes of conduct and recognizing teachers who demonstrate exemplary ethical behaviour in their duties.
- Education authorities should organize continuous professional development programmes focused on strengthening teachers’ instructional leadership skills, particularly in instructional planning, classroom management, and learner motivation.
- Given the strong relationship between work ethics and teacher effectiveness, teacher education institutions should integrate ethics-oriented courses and modules into both pre-service and in-service teacher training programmes.
- School management should promote mentoring systems, peer collaboration, and regular instructional supervision to enhance leadership practices and professional growth among teachers.
- Since work ethics and instructional leadership jointly predict teacher effectiveness, policymakers should adopt a holistic teacher development framework that simultaneously promotes ethical conduct and instructional leadership competencies, with particular emphasis on strengthening teachers’ professional ethics.
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