Abstract

The aim of this study was to determine the relationship between school principals’ ethical leadership behaviour and positive climate practices. Research sample consisted of 383 teachers working at schools affiliated to the Ministry of National Education in 2014-2015 academic year. This research was designed according to the relational model. Data was collected by using “Ethical leadership” and “Organizational climate” scales. The results of the research suggested that according to their perceptions, teachers respond to the ethical leadership levels of the school principals at the level of “I disagree” and to the positive climate practices at the level of “I partially agree”. It has also been established that female teachers found principals’ ethical leadership levels and positive climate practices higher than male teachers. The principals’ ethical leadership behaviours and positive climate practices did not show a significant difference in teachers’ seniority, age and years working with principal. A high level of significant positive relationship was found between the school principals’ ethical leadership levels and positive climate practices. In conclusion, it may be important for positive climate practice at school to raise the levels of ethical leadership behaviour of school principals. This may influence both the academic and social achievement of the students and behaviour of the teachers.

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