Ethical Leadership of School Administrators and Teachers’ Performance: Basis for Leadership Development Program

This study examined the relationship between ethical leadership and teachers' performance in public schools in Region III, the Philippines, to enhance management and improve teaching and learning experiences. It also explored the challenges administrators face in implementing ethical leadership and proposed strategies for capacity-building. The research analyzed respondents' professional development profiles, ethical leadership practices, teachers' performance, significant differences and relationships, and key challenges. Statistical tools, including the Mann-Whitney U test and Spearman's rho, were employed. Findings revealed that most administrators hold advanced academic credentials and actively engage in professional development. They exhibit a high level of ethical leadership (Mean = 4.35), with ethical envisioning rated highest, while teachers demonstrate outstanding performance (Mean = 4.572) across all PPST domains. A significant difference was found between administrators' and teachers' ratings of ethical leadership, indicating a perception gap; however, no significant difference emerged when ratings were grouped by profile. A strong positive relationship (r = 0.802, p < .001) between ethical leadership and teachers' performance was established. Challenges include cultural barriers, accountability, compassionate communication, and ethical dilemmas. Based on these findings, a leadership development program was proposed, featuring ethical decision-making workshops, mentorship, dialogic leadership circles, and values formation activities to foster a culture of integrity, collaboration, and continuous improvement in public schools across Region III.