Ethical dilemmas and administrators' job performance in secondary schools in Tororo District

Abstract

Abstract This study investigated the relationship between ethical dilemmas and administrators’ job performance in secondary schools in Tororo District. The study was anchored on the deontological theory that was advocated by Emmanuel Kant between1724-1804. The study specifically examined the relationship between: lack of academic integrity, management of conflicts of interest, lack of equity and fairness and administrators’ job performance in selected Tororo District secondary schools. A cross- section survey design was used where both qualitative and quantitative methods of data collection were employed for the purpose of triangulation. Pearson correlation was used to determine the relationship between variables. Research instruments included; questionnaires and interview guides. From a population of 153 teachers and 10 administrators, a sample of 101 teachers and 5 administrators was selected using simple random and purposive sampling techniques respectively. “Cronbach Alpha coefficient” where (α = 0.796) and CVI (83.3%) were adopted to establish the reliability and validity of the questionnaire respectively. Study findings indicated that there was an insignificant correlation between lack of academic integrity and administrators’ job performance (r=.060 p < .550). In addition, the findings disclosed a statistically significant but weak Connection between management of conflicts of interest and administrators’ job performance (r=.135 p < .0550). This indicates that although there was existence of management of conflicts of interest in secondary schools in Tororo District, it does not impact significantly administrators’ job performance. Furthermore, the findings showed that there was a statistically significant but weak relationship between lack of equity and fairness and administrators’ job performance (r=.153 p < .064). It was therefore concluded that although lack of academic integrity, management of conflict, and lack of equity and fairness were not strongly correlated with administrators’ job performance, there is need to pay some attention to them because they were found to statistically significant. It is therefore recommended that. Administrators should undergo retooling programs, refreshing courses and trainings to empower them with administrative skills. Among others, the study recommended that administrators should: establish strategies for enhancing hard work among learners to promote academic integrity; undertake ethical and moral trainings that may help them in implementing their professional code of conduct to enhance their performance; and, promote school cultures that emphasize equity and fairness among the community members.