The Connection Between Ethical Leadership and Job Satisfaction Among Female Primary School Teachers in Jeddah

Abstract

This study explores the connection between ethical leadership and job satisfaction among female primary school teachers in Jeddah, Saudi Arabia. Using a qualitative research design, semi-structured interviews, and document analysis, the study examines how ethical leadership impacts job satisfaction (Brown, Treviño, & Harrison, 2005), which aspects of ethical leadership are associated with job satisfaction (Neves & Story, 2015), and how ethical leadership can be improved to enhance job satisfaction (Bass & Riggio, 2006). Qualitative data obtained from five voluntary female primary school teachers in Jeddah highlight the critical role of supportiveness, fairness, empathy, effective communication, and a justice-oriented approach in ethical leadership, in line with the leadership dimensions proposed by Brown, Treviño, and Harrison (2005). These qualities were found to significantly influence teachers’ job satisfaction, supporting Neves and Story’s (2015) assertion of a strong correlation between ethical leadership and employee job satisfaction. Further, the study supports transformational leadership theory (Bass & Riggio, 2006), which posits that effective leaders inspire and motivate their followers, creating a supportive environment and addressing individual needs. In the context of education, ethical leadership significantly influences teachers’ job satisfaction (Nkomo & Cox, 2020), impacting teacher retention (Ingersoll, 2001), student achievement (Bruijn et al., 2020), organisational climate (Peiró et al., 2001), and teacher well-being (Klassen et al., 2020). As the principal’s leadership style significantly affects teacher job satisfaction (Bass, 1985), the study advocates for the implementation of ethical leadership practices in various work contexts to encourage ethical behaviour and improve job satisfaction and commitment. The study affirms the importance of creating a positive work environment characterised by open communication, respect, and collaboration (Eisenbeiss, Knippenberg, & Boerner, 2008), highlighting the crucial role of ethical leadership within education. However, while ethical leadership appears to positively affect job satisfaction, other factors, such as job design, work–life balance, and compensation, should also be considered (Brown & Trevino, 2006). Ethical leadership should be part of a broader strategy that includes other key organisational elements, ensuring a holistic approach to improving employee satisfaction and performance.