7.2 Strategies to combat unethical practices
7.2.6 Involvement of stakeholders in decision-making by school principals
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In concert with the foregoing assertion, Mr Jali, proposed that: “One of the best solutions is to ensure that those who are brave to report unethical behaviour are protected and it must be easy and safe to report unethical conduct”. (Mr Jali, Post level 1 educator of Senzokwethu Primary School)
Similar sentiments were shared by Mrs Dube who further stated that:
Combating unethical behaviours in schools calls for the principals or Department of Education to ensure that support is given to those who are against corrupt practices. Support can be in the form of ensuring that whistle blower remain anonymous to the offenders.
(Mrs Dube, principal of Senzokwethu Primary School)
The findings seem to suggest that combating unethical behaviour was dependent on the assurance that, when the whistle-blower had registered the deviant behaviour, his/her anonymity was to be guaranteed. The major concern was that reporting deviant behaviour sometimes put the life of the whistle blower in danger, since there were no proper means of protecting the anonymity of the whistle blower. Moreover, the participants felt that support was not given to those who were anti-corruption and, as a result, they surmised that, if adequate support was given to the whistle blowers, unethical practices would be combated. In addition, the procedures to report unethical practices were viewed by the participants as cumbersome, hence observers were reluctant to report deviant behaviour. The participants further considered that monitoring was one means of tracking unethical behaviours that could have positive impact in combating the unethical behaviours of some educators and principals.
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suggested that educators become loyal to their leader. In addition, participants believed that educators would trust that the decisions of their principals would be fair and would cater for their interests. Participation in decision-making processes empowers educators and principals to conform to democratic principles. To that end, by principals involving educators, the schools benefit as educators gain confidence and commitment in serving the schools. This is what Mr Mpofu, the post level 1 educator of Sakhisizwe had to share:
“When the principal acknowledges that our presence is important and gives us platform to share our views, we get encouraged to work hard because we feel as an integral part of the school”.
(Mr Mpofu, Post level 1 educator of Sakhisizwe Secondary School)
Similar sentiments were echoed by Mrs Mngadi, principal of Sakhisizwe Secondary School, who had the following to say:
Teachers feel valued and important when are included in the decision–making processes. As a result, they avoid anything that may tarnish our relationship (teacher-principal relationship). Therefore, I believe creating space for educators to share their opinion can contribute in combating unethical behaviour.
(Mr Mngadi, principal of Sakhisizwe Secondary School)
In the same light, Mr Mhlophe stated that:
When the principal shows confidence in teachers by allowing them to share their views and implement some of the suggestions that they put forward, it motivates teachers and builds unity and trust between teachers and Principal.
(Mr Mhlophe, post level 1 educator of Ikhethelo Primary School)
Congruent to the latter assertion, Mr Tema asserted that:
As teachers we get motivated and corroborative when we are part to decision- making processes at school. Even if we are made aware of the developments that are taking place at school before they happen, we welcome them with confidence that our interest has been considered.
(Mr Tema, post level one educator of Sakhisizwe Secondary School)
Similarly, Mr Ndlovu the principal of Iphothwe Secondary School stated that: “I think as principals we need to involve teachers in decision-making processes so that they know that the
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school is not for the principal but for all of us and we need to collectively restore the image of our school”. (Mr Ndlovu, the principal of Iphothwe Secondary School)
Likewise, Mrs Dube of Senzokwethu Primary School reiterated the same view, when she said:
To build trust and stimulate teachers’ interest to fully participate in realising the school goals, they need to be involved in the decision-making processes especially when they will be expected to implement the decision. Involving teachers in decision-making eliminates resistance. Importantly, room for unethical behaviour is shuttered as all stakeholders have organisation interest at heart.
(Mrs Dube, the principal of Senzokuhle Primary School)
Mr Ngobese shared the same sentiments when he contended that:
I think to gain full support of educators and their loyalty to the success of the school, principals need to involve educators in the decision-making processes so that they can report any suspicious deviant conduct which may harm or abort the shared goals of the school.
(Mr Ngobese, principal of Zakhele Primary school)
The findings seem to suggest that when the school principals included educators in the decision–making processes, they tended to feel as the significant part of the organisation and began to commit to the realisation of organisational goals. Moreover, they felt it was their responsibility to avoid any deviant behaviour to protect the image of their organisation.
However, for that to happen, the principal had to ensure that the inputs of the stakeholders were embraced in the implementation of the decision. Educators and learners know that their presence is valued by their principal and they are trusted (Odhiambo & Hii, 2013). Importantly, the principals needed to ensure that educators were actively involved in the decision-making processes that were pertinent to their work, especially the decisions that required to be carried out by educators. The success of the leader in gaining the full support of the subordinates was viewed as a vital element combating any form of infraction, as both principal and educators shared the common goal to take the school to the next upper level.
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