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Predictive Relevance of Ethical Leadership, Quality of Work 

Life, and Organisational Commitment: Lessons for Leaders 

 

Robert Ampomah (PhD), Akenten Appiah 

 

 



European Journal of Human Resource    

ISSN 2520 - 923X (Online)        

Vol.9, Issue 1, pp 1 - 24, 2025                                                                www.ajpojournals.org 

 

https://doi.org/10.47672/ejh.2657                     1                                         Ampomah (2025) 

 

Predictive Relevance of Ethical Leadership, Quality of Work Life, and 

Organisational Commitment: Lessons for Leaders 

 

 Robert Ampomah (PhD) 

Akenten Appiah - Menkah University of Skills Training and Entrepreneurial Development, 

Faculty of Education and General Studies, Department of Interdisciplinary studies, Asante 

Mampong Campus 

 
Article History 

Submitted 23.01.2025 Revised Version Received 26.02.2025 Accepted 20.03.2025 

 

Abstract 

Purpose: The study examined ethical leadership, 

quality of work life, and organisational 

commitment in colleges of education in Ghana. 

The main purpose was to assess whether ethical 

leadership of principals predicted the quality of 

work life and organisational commitment of 

tutors. Two hypotheses were generated based on 

the objectives to guide the study.  

Materials and Methods: The quantitative cross-

sectional design was used in this study. Three 

hundred and fifty tutors were selected using 

multistage sampling procedure. Three set of 

questionnaires were used to elicit responses from 

participants. Multivariate Multiple Regression 

and Structural Equation Modelling (SEM) were 

the statistical tools used to analyse the data 

gathered.  

Findings: The findings of the study indicated 

among others that the sub-dimensions of ethical 

leadership (communicative ethics, climatic 

ethics, and behavioural ethics) were not 

predictors of sub-dimensions of the quality of 

work life. However, ethics in decision-making a 

sub-dimension of ethical leadership was a 

substantial predictor of relationship and 

cooperation and training and development a sub-

dimension of quality of work life. The findings 

again showed that the sub-dimensions of ethical 

leadership (communicative ethics, climatic 

ethics, and behavioural ethics) were not 

predictors of sub-dimensions of organisational 

commitment. However, ethics in decision-

making a sub-dimension of ethical leadership 

was a substantial predictor of continuance 

commitment a sub-dimension of organisational 

commitment. The findings were discussed in 

relation to the literature.  

Unique Contributions to Theory Policy and 

Practice: It was recommended among others that 

principal leaders in the colleges should foster an 

ethical environment in their institutions, by 

providing relevant ethics and soft skills training 

such as positivity, communication, delegation, 

problem-solving, and empathy. Again, principal 

leaders should prioritise creating an inclusive 

work environment where every tutor felt valued 

and respected. This involved actively promoting 

diversity, ensuring equal opportunities for 

growth, and addressing discrimination.  It is 

believed that through this culture of respect, 

tutors are more likely to feel engaged, and 

motivated, thereby enhancing their overall 

quality of work life. 

Keywords: Ethical Leadership, Quality of Work 

Life, Organisational Commitment, Retention, 

Turnover. 

  

 

 

 

 

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https://doi.org/10.47672/ejh.2657


European Journal of Human Resource    

ISSN 2520 - 923X (Online)        

Vol.9, Issue 1, pp 1 - 24, 2025                                                                www.ajpojournals.org 

 

https://doi.org/10.47672/ejh.2657                     2                                         Ampomah (2025) 

 

INTRODUCTION 

Education remains a vital tool for national development and the development of human cognitive 

and thinking processes, including the enhancement of wisdom. For as long as humans have 

existed, education has been critical in the spread of knowledge, truth, goodness, and beauty 

(Broudy, 2017). This means that if people do not get educated, they might not be able to do 

certain things or have certain skills. According to Frost (2019), leadership and teachers play 

important roles in making sure that our educational system grows. Teachers are responsible for 

not only making sure that students learn but also ensuring that the school system is safe (Stronge, 

2018). Yukl (2012, p. 8) defines leadership as “the process of influencing others to understand 

and agree on what needs to be done and how to do it, and the process of facilitating individual 

and collective efforts to accomplish shared objectives”. 

The history of ethical leadership dates back to Plato and Aristotle, who were credited with 

developing ethical theory (Tuominen, 2016). The word ethics comes from the Greek word ethos, 

which means "customs", "behaviour", or "personality" (Gülcan, 2015). This is the origin of the 

term "ethical leadership". Primarily, ethics is concerned with defining and prescribing moral 

standards and behaviour (Ellemers, 2017). Ethical leadership is defined as “the demonstration 

of normatively appropriate conduct through personal actions and interpersonal 

Relationships, and the promotion of such conduct to followers through two-way communication, 

reinforcement, and decision-making” (Brown et al., 2005, p. 120). Being ethical as a professional 

teacher and a leader is to demonstrate conduct for the common good that is acceptable and 

appropriate in every area of life (Ampomah, 2021). In educational management, ethical 

leadership has emerged as a crucial paradigm, especially when it comes to school leadership. 

Teachers’ organisational commitment and quality of work life are greatly impacted by principals, 

who are moral leaders. Fairness, honesty, and concern for others are the hallmarks of ethical 

leadership, which build mutual respect and trust among team members (Brown & Treviño, 

2006).  

Ethical leadership is critical in the management and administration of a successful college. 

However, reports indicate that there are “repetitive ethical scandals such as trick and corruption 

in corporate and public sector organisations today” (Yukl et al., 2013, p. 38; Kim & Brymer, 

2011, p. 680). People are reportedly becoming irritated and dissatisfied with their leaders’ 

performance as a result of the aforementioned (Brown et al., 2005). Employee awareness of 

these ethical issues is the reason for recent increase in attention given to ethics and integrity 

concepts (Qing et al., 2020). The success of educational institutions depends on highly motivated 

teachers. A study by Liu and Wang (2022) indicate that teachers feel appreciated and are more 

dedicated to their jobs when school leaders act morally. Teachers who see their profession as 

relevant and in line with their beliefs are more intrinsically motivated when ethical leadership is 

present (Smith & Carter, 2023). A study by Kim and Lee (2023), showed that teachers gain faith 

in their leaders and are more satisfied with their jobs when they act honourably and put justice 

first. High levels of trust foster a collaborative school atmosphere and lessen job stress (Garcia 

et al., 2022). Additionally, teachers who have faith in their leaders are more likely to 

communicate honestly, exchange creative ideas, and stick with their schools (Williams & Davis, 

2023). Poor leadership and discontent at work are major reasons why many teachers quit their 

jobs, making teacher retention a global problem. By creating a productive workplace where 

teachers are valued and encouraged, ethical leadership lessens this difficulty (Hernandez & 

Roberts, 2023). Patel et al. (2023), postulate that schools with ethical leaders have lower turnover 

rates because teachers are less inclined to look for other jobs when they feel that their jobs are 

stable and fair. Furthermore, schools that support ethical leadership draw and keep skilled 

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https://doi.org/10.47672/ejh.2657                     3                                         Ampomah (2025) 

 

teachers, guaranteeing continuity in the education of their students (Owen & Harrison, 2022). 

Ethical leadership improves teacher effectiveness and student outcomes by reducing burnout and 

job dissatisfaction in schools (Martinez & Clark, 2023). 

The concept of Quality of Work Life (QWL) is complex and includes social, psychological, and 

physical aspects of the workplace. Sabonete et al. (2021) defined QWL as work-life balance, safe 

working conditions, and growth opportunities. According to Dinham and Scott (2000), teachers 

on permanent contracts have higher QWL than those on temporary or precarious contracts. 

Teachers’ QWL is greatly improved by opportunities for continuous professional development 

(CPD) (Reddick et al., 2012). Organisations that put employee well-being first by providing fair 

pay, job security, and work-life balance report greater levels of job satisfaction (Kumar & 

Sharma, 2022). Zhao et al. (2023), also postulate that employees’ intrinsic motivation rises and 

they perform better when they feel appreciated and supported. This is supported by Brown and 

Lee (2023), when they said schools that guarantee a favourable QWL experience have higher 

teacher morale, which in turn creates a more engaging learning environment for students. Low 

teacher turnover in schools guarantees consistency in curriculum implementation and student 

learning (Gonzalez & Wright, 2023). Employers who prioritise professional development, work-

life balance, and encouraging leadership foster enduring employee loyalty (Sullivan et al., 2023). 

One important factor influencing teacher performance and retention is organisational 

commitment (OC), which is the psychological bond that a person has with their organisation. 

Meyer and Allen (1991), described organisational commitment as "A psychological state that 

characterises an employee’s relationship with an organisation and has implications for the 

decision to continue or discontinue membership in the organisation." Three aspects of 

organisational commitment were distinguished by Meyer and Allen (1991): affective, 

continuance, and normative. Teachers with higher organisational commitment are more 

committed to their work and match their objectives with those of the school (Nassir & Benoliel, 

2025). By encouraging trust, openness, and moral decision-making, principal ethical leadership 

has been shown to improve teachers’ affective commitment (Yukl et al., 2013).  

The principal’s role as a college leader is unique. The principal must use all the skills and 

attitudes that are associated with ethical leadership to make the college succeed. Hence, the 

principal’s leadership effort in achieving the vision and mission is quite crucial. The available 

literature shows that there is no evidence-based research on how ethical leadership correlates 

with QWL and organisational commitment in the educational sector at the college in Ghana, 

despite the growing interest in ethical leadership and its effects on organisational outcomes. By 

investigating how these variables interact, this study seeks to close this gap and add to the larger 

conversation about tutor commitment, and college leadership, and it is believed that 

policymakers and educational leaders can create plans to boost tutor effectiveness, create better 

college environments, and encourage sustained commitment by understanding these dynamics.  

Justification of the Study  

Gaps in previous studies indicate that the concept of ethical leadership has never been addressed 

from the perspective of quality of work life and organisational commitment among college 

principals and tutors. Zehra et al. (2022) studied ethical leadership as a predictor of perceived 

work environment and organisational employees’ commitment and organisational effectiveness. 

Adeoye (2021) conducted a study on the mediating role of quality of work life and organisational 

commitment in the link between transformational leadership and organisational citizenship 

behaviour. This paper sought to fill this gap. 

Another gap that was addressed focused on data analysis tools. Adeoye (2021) used descriptive 

and Pearson correlation to analyse the hypotheses. Zehra et al. (2022) used the PLS-SEM to 

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https://doi.org/10.47672/ejh.2657                     4                                         Ampomah (2025) 

 

analyse ethical leadership as a predictor of perceived work environment and organisational 

commitment. This paper adopted Multivariate Multiple Regression and Structural Equation 

Modelling (SEM) to measure ethical leadership of principals, quality of work life and 

organisational commitment of tutors. 

Statement of the Problem  

Ethical leadership is one of the vital tools for effective management, tutor well-being and 

commitment. This important management tool, however, appears to be less effectively used in 

colleges of education. In our rapidly- evolving college landscape, tutors face increasing demands 

to deliver high quality outcomes. In spite of this, many colleges struggle with tutor 

dissatisfaction, low organisational commitment, and a declining sense of trust and collaboration 

which might affect quality of work life. Research suggests that ethical leadership marked by 

integrity, and a commitment to the well-being of others can be a powerful force in addressing 

challenges (Brown & Treviño, 2006). It appears some principals hardly resonate with tutorial 

staff in undertaking assigned task. Hence, the question that is bothering the researcher’s mind is, 

what relationship exists among ethical leadership of principals’, quality of work life and 

organisational commitment of tutors? While ethical leadership has been linked to positive 

organisational outcomes in other sectors (Yukl et al., 2013), its specific application and impact 

within the college where the stakes are uniquely tied to shaping future generations calls for 

deeper investigation. Addressing this gap is vital to creating college culture where tutors feel 

empowered to excel and remain committed to their roles. 

Purpose of the Study 

The purpose of the study was to investigate the predictability of ethical leadership, quality 

of work life, and organisational commitment of tutors in colleges of education in Ghana. 

Objectives of the Study   

1. To determine whether ethical leadership of principals predicts quality of work life of tutors. 

2. To investigate whether ethical leadership of principals predicts organisational commitment 

of tutors. 

Hypotheses  

H1: Principals’ ethical leadership will significantly predict quality of work life of tutors.  

H2: Principals’ ethical leadership will significantly predict organisational commitment of 

tutors.  

EMPIRICAL LITERATURE 

Ethical Leadership and Quality of Work life (QWL)  

Research shows that ethical leadership has a crucial impact on the quality of work life (QWL) 

in educational settings. Fu et al. (2020) discovered that ethical leadership has a positive effect 

on teachers’ trust and job satisfaction, which are essential aspects of QWL. When teachers 

operate under ethical leaders, they are more inclined to feel appreciated and inspired. Ethical 

leaders promote fairness in task distribution, performance assessments, and decision-making, 

which directly influences QWL (Walumbwa et al., 2011). Ethical leadership promotes an 

environment of psychological safety, allowing teachers to express their concerns and share 

their ideas without apprehension, consequently improving QWL (Royal, 2020).  

The connection between ethical leadership and QWL is crucial for fostering a positive and 

effective educational atmosphere. When schools implement ethical leadership strategies, they 

can improve QWL, resulting in increased teacher satisfaction, lower turnover rates, and better 

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educational results. Research conducted by Özdoğru and Sarıer (2024) examining the link 

between principals’ ethical leadership and teachers’ organisational behaviour, attitudes, and 

perceptions indicated that ethical leadership has a favourable impact on teachers’ commitment 

to the organisation and diminishes occurrences of unethical behaviour, thus fostering a more 

supportive work environment. Naeem et al. (2020) investigated how ethical leadership 

influences work engagement among young university educators, highlighting organisational 

trust as a mediating variable. The findings suggest that ethical leadership strengthens 

organisational trust, which in turn boosts teachers’ engagement in their workplace. Similarly, 

a study by Ng et al. (2015) looked into how effective school principals harmonise their personal 

ethical leadership qualities with their desire to distribute leadership responsibilities. The 

findings indicate that school leaders who successfully incorporate ethical principles into their 

leadership styles can foster a more cooperative and encouraging atmosphere for teachers and 

promoting QWL.  

Despite the positive impact of ethical leadership on QWL, challenges such as finding a balance 

between institutional demands and individual expectations persist. Research conducted by 

Saroop (2020) indicates that even within ethical leadership frameworks, high workloads or 

limited resources can negatively affect QWL. The strain that ethical leadership puts on staff 

members to uphold high moral and ethical standards is one of its main disadvantages. Although 

this is typically advantageous, placing too much focus on ethical conduct can lead to an 

unrealistic workplace where staff members feel under continual scrutiny (Kim & Park, 2023). 

Teachers at schools with highly ethical leadership frequently suffer from emotional tiredness 

as a result of the ongoing strain to maintain integrity, live up to high ethical standards, and 

resolve difficult ethical quandaries (Lee & Patterson, 2022). Burnout can result from this stress, 

which lowers QWL. 

Workplace disputes and a decline in morale can result from ethical leaders enacting new ethical 

polices without enough employee participation (Garcia et al., 2022). Dissatisfaction and a 

diminished commitment to the organisation might result from teachers’ resistance to ethical 

changes in educational contexts that call for them to modify long-standing teaching methods 

(Nguyen & Taylor, 2023). While ethical leadership promotes a culture of integrity, it may also 

result in a restrictive setting where teachers feel overburdened by leadership duties (Adams et 

al., 2022). By taking a more well-rounded approach, institutions may overcome the difficulties 

associated with ethical leadership. Research shows that ethical leaders should promote 

employee autonomy and participative decision-making to lessen annoyance (Stewart & Hall, 

2023).  

Ethical Leadership and Organisational Commitment 

Studies have shown that ethical leadership of school principals significantly impacts teachers’ 

commitment to organisational goals. For instance, Engelbrecht et al. (2017) found that ethical 

leadership positively affects organisational commitment among employees in educational 

settings. Similarly, Demirtas and Akdogan (2015) reported that ethical leadership is inversely 

related to workplace deviance and enhances employees’ affective commitment. Ethical 

leadership fosters a positive work environment, where teachers feel valued, respected, and 

supported, enhancing their commitment to the school. Bedi et al. (2016) conducted a meta-

analytic review and found that ethical leadership positively correlates with subordinate 

outcomes such as organisational commitment.  

Ahmad et al. (2017) explored the impact of ethical leadership on teachers in Pakistan and found 

that ethical leadership significantly improved teachers’ affective and normative commitment. 

Yidong and Xinxin (2013) argued that ethical leadership promotes ethical climates in schools, 

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https://doi.org/10.47672/ejh.2657                     6                                         Ampomah (2025) 

 

which in turn increases teachers’ loyalty to the organisation. Ethical leadership influences 

organisational commitment through: trust and fairness.  

Principals’ who demonstrate fairness and ethical behaviour build trust, which is foundational 

for organisational commitment (Colquitt et al., 2001). Ethical leaders serve as role models, 

influencing teachers to align with organisational values and norms (Brown & Treviño, 2006). 

With their role in supportive environment, an ethical leader creates an environment of 

psychological safety, allowing teachers to express concerns and innovate, which fosters deeper 

commitment (Walumbwa et al., 2011). 

Quality of Work Life (QWL) and Organisational Commitment 

In the educational sector, QWL and organisational commitment are critical elements that 

impact student performance, and teacher retention. QWL and organizational commitment 

in school strongly correlates (Koyuncu & Demirhan, 2021). Since Supportive Environment 

strengthens teachers’ emotional attachment to the school, a study by Akar (2018) 

demonstrated that high QWL strongly predicts affective commitment among teachers. QWL 

has been found by Greenhaus and Powell (2006) to have a favourable impact on normative 

commitment by encouraging a feeling of duty and devotion. Collaborative and inclusive 

cultures amplify the positive effects of QWL on commitment (Fullan, 2007). Excessive 

workloads and student behavioural issues can weaken the relationship between QWL and 

commitment (Skaalvik & Skaalvik, 2010). The interplay between QWL and organisational 

commitment is pivotal in shaping the effectiveness and sustainability of schools. High QWL 

not only enhances teacher well-being but also strengthens their commitment to their schools. 

Haj et al. (2024) assert that QWL significantly enhances affective commitment, where 

employees develop an emotional attachment to their organisation. Their study in the education 

sector revealed that teachers who perceived their work environment as supportive and inclusive 

were more likely to demonstrate commitment and align their professional goals with those of 

the school. Similarly, a study by Piong (2016) found that ethical leadership not only influenced 

teachers QWL and satisfaction but also their intent to stay in their roles, emphasising its critical 

role in organisational retention strategies. Further, Ahmad et al. (2024) explored the 

psychological dimensions of the ethical leadership, work environment and their impact on 

organisational commitment. Their findings indicated that a psychologically safe work 

environment where individuals feel free to express their opinions without fear of judgment or 

retaliation as a result of the leader’s belief in ethics positively affects all three dimensions of 

organisational commitment: affective, normative, and continuance. This highlights the 

importance of fostering ethical leadership where teachers feel respected and valued. Moreover, 

a study by Rehman et al. (2024) emphasised the role of leadership in shaping the work 

environment and, consequently, organisational commitment. They observed that ethical and 

transformational leadership styles make teachers motivated and fostered loyalty, reducing 

turnover intentions.  

Recent research indicates that ethical leadership does not necessarily result in significant 

improvements and organisational commitment. Ethical leadership has been connected in certain 

educational institutions to higher work expectations, bureaucratic pressures, and resistance to 

change, which ultimately fails to improve QWL or teacher commitment (Kim & Lee, 2023). 

Hernandez and Roberts (2023) report that schools with strict ethical leadership structures 

experienced a decline in teacher motivation because of the impression of micromanagement 

and an excessive focus on following the rules rather than using innovative teaching techniques. 

Research by Patel et al. (2023) also found that in schools where ethical leadership focused 

heavily on policy enforcement without teacher involvement in decision-making, staff 

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engagement declined. Teachers who perceived ethical reforms as impractical or overly 

idealistic showed reduced commitment to institutional goals, negatively impacting overall 

school culture. The study, therefore, suggests that future studies could examine how ethical 

leadership interacts with cultural differences in educational institutions. 

MATERIALS AND METHODS  

Quantitative cross-sectional survey was the methodology used to investigate ethical leadership 

of principals’, quality of work life (QWL) and organisational commitment of tutors. Creswell 

(2014) postulates that cross-sectional surveys provide a snapshot of current attitudes, 

behaviours, or conditions, which can be used to infer trends or compare groups. According to 

Bryman (2016), cross-sectional designs are efficient ways to collect data from a large number 

of respondents without the prolonged commitment of longitudinal tracking. 

Population 

The target population for the study comprised all tutors in colleges of education in Ghana. The 

nature of the research problem requires data from a large number of perspectives, hence, the 

use of all college tutors. Statistics from the Colleges of Education Tutors Association of Ghana 

(CETEAG) puts the population of tutors for 2022/2023 academic year at 1995. The accessible 

population comprised tutors from eighteen (18) colleges who have spent at least five years in 

their respective colleges. 

Sampling and Sample Technique 

Multistage sampling procedure which divides large population clusters into smaller clusters 

over time was used (Taherdoost, 2016). Multistage sampling is useful for studies targeting large 

populations spread across diverse locations, where a direct random sampling of individuals is 

impractical. Babbie (2020) indicates that sampling in stages saves time and resources, 

particularly in studies involving widespread populations. A sample size of 350 respondents was 

used for the study after data collected had been edited. 

Instruments 

Three set of questionnaires were the data collection instruments. First, Yilmaz's (2006) Ethical 

Leadership Scale (ELS). The instrument was measured on a four-point Likert scale 1=Strongly 

Disagree (SD), 4=Strongly Agree (SA). The reliability analysis conducted for ELS test 

produced communicative ethics sub-scale Cronbach's alpha value of (.97). Climate ethics 

scored (.95), decision-making ethics scored (.94), and behavioural ethics scored (.90), 

respectively (Yilmaz, 2006). This suggests that there is adequate internal consistency as far as 

the instrument is concerned.  

The second set of questionnaires was the Quality of Work Life (QWL) scale by Saklani (2010). 

This scale was designed to assess employees’ perceptions of various aspects of their work 

environment and organisational context that contribute to their overall QWL. The questionnaire 

is a four-point Likert scale and the items were rated from Strongly Disagree (SD = 1) to 

Strongly Agree (SA = 4). This QWL Scale has been widely used in organisational studies to 

understand how various dimensions of quality of work life impact employee satisfaction, 

productivity, and retention. 

The Organisational Commitment Scale developed by Meyer and Allen (1991) was also used. 

The questionnaire is a four-point Likert scale and the twenty-four (24) items were rated from 

Strongly Disagree (SD = 1) to Strongly Agree (SA = 4). For scores obtained using the affective 

scale, Jaros and Culpepper (2014) reported median reliability coefficients of .85; for scores 

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obtained using the continuance scale, .79; and for scores obtained using the normative scale, 

.73. 

Eligibility Criteria  

The eligibility criteria for inclusion in this study were that tutors are holders of second degree, 

and had spent at least five years in the college and they could make informed decisions about 

their principal’s ethical leadership qualities in the college. 

Confirmatory Factor Analysis (CFA) of Ethical Leadership Scale  

The validity of the Ethical Leadership scale is presented in this section. Figure 1 summarizes 

the CFA's specifics.  

  

Figure 1 Ethical Leadership Scale  

The CFA in Figure 1 shows the item or factor loadings and discriminant validity. The ethical 

leadership scale shown in Figure 1 comprised 43 items and was divided into four subscales: 

communicative ethics, climatic ethics, and ethics in decision-making, and behavioural ethics. 

Communicative ethics (CoEth) had 15-items, followed by climatic ethics (CliEth) with 11-

items, ethics in decision making (EDM) 9-items, and then behavioural ethics (BeEth) with 8-

items (see Figure 1). The details of the items are shown in Table 1.   

 

 

 

 

 

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Table 1: Discriminant Validity (EL)  

Variable  CoEth CliEth EMD BeEth 

Communicative Ethics  (.57)*    

Climatic Ethics  .89 (.52)*   

Ethics in Decision-Making  .80 .89 (.57)*  

Behavioural Ethics .77 .83 .82 (.79)* 

*Values in parenthesis are square roots of AVEs  

As shown in Table 1, the correlations between the respective dimensions were greater than the 

square root of the AVEs of the relevant dimensions. In addition to determine discriminant 

validity, the HTMT correlation ratio was again, examined, which necessitated that the 

correlation ratios of the dimensions be less than 0.90 (Hensler et al., 2015). As a result, the 

intercorrelation value (.89, .89, and.82) of the sub-scale of the ethical leadership scale was 

lower than the value of .90. This condition explains why there is no concern with 

multicollinearity between or among the constructs. As a result, all of the ethical leadership 

scales observed variables were classified into their respective dimensions. Hence, it was 

determined that discriminant validity has been established. For the final data collection, 43 

items were chosen. The factor loadings of each item are shown in Figure 1 together with the 

hypothesised model for ethical Leadership.  

Table 2: Mean and Standard Deviation Scores of Ethical Leadership  

Scale/sub-scales  N Mean SD 

Communicative Ethics  250 3.18 .459 

Climate Ethics  250 3.15 .428 

Ethics in Decision-Making  250 3.06 .418 

Behavioural Ethics  250 3.21 .439 

The mean scores of ethical leadership range from 1.0 to 4.0, where higher scores depict high 

practice skills, whereas, and lower scores depict low practice of ethical leadership skills. 

Relatively, among the dimensions of ethical leadership, behavioural ethics was the highest (M 

= 3.21, SD = .439), while ethics in decision-making was the lowest (M = 3.06, SD = .418) in 

terms of practice (Table 2).  

FINDINGS 

Hypothesis 1 

H1: Principals’ ethical leadership will significantly predict quality of work life of tutors 

This hypothesis aimed to test whether or not principals’ ethical leadership could predict tutors 

QWL. The results are in two folds. The first part looks at the subdimensions of ethical 

leadership as predictors of sub-dimensions of QWL. The relationship between the overall 

constructs of ethical leadership and QWL is examined in the second section. In multivariate 

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multiple regression, QWL as a criterion (work environment, organisational culture, relationship 

and cooperation, training and development, compensation and reward, facilities, job 

satisfaction and security, autonomy of work and adequacy of resources) and ethical leadership 

as a predictor (communicative ethics, climatic ethics, ethics in decision-making, and 

behavioural ethics) were both multidimensional. The criterion variable has numerous 

dimensions, therefore, after meeting criteria like normality, linearity, homoscedasticity, and 

multicollinearity, a strict alpha level was chosen to prevent type I error (rejecting the null 

hypothesis when in fact there are no significant results). To do this, the researcher applied the 

Bonferroni adjustment recommended by Tabachnik and Fidel (2011), in which the original 

alpha was divided by the number of dimensions in the criteria variable. This means that 0.05/9 

= 0.005 and that .005 was the new alpha level. Table 3 presents the results.  

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Table 3: Multivariate Multiple Regression of sub-dimensions of Ethical Leadership and 

Quality of Work Life (QWL) 

            

95%Confidence 

Interval 

Partial Eta 

Squared 

Criterion  Parameter B Std. Error T Sig. 

Lower 

Bound 

Upper 

Bound Squared 

Work 

    

Intercept        3.754 0.845 4.44 0 1.359 6.148 0.074 

Environment ComEth  0.01 0.024 0.433 0.666 -0.058 0.079 0.001 

 CliEth  -0.022 0.04 -0.549 0.584 -0.136 0.092 0.001 

 EDM  0.039 0.043 0.888 0.376 -0.084 0.162 0.003 

 BeEth  0.119 0.049 2.435 0.016 -0.019 0.257 0.024 

Organisation  Intercept  6.225 0.718 8.667 0 4.191 8.26 0.235 

Culture ComEth  0.036 0.02 1.752 0.081 -0.022 0.094 0.012 

 CliEth  0.043 0.034 1.264 0.207 -0.053 0.14 0.006 

 EDM  0.029 0.037 0.785 0.433 -0.076 0.133 0.003 

 BeEth  -0.086 0.041 -2.083 0.038 -0.204 0.031 0.017 

Relation and  Intercept  10.212 0.854 11.963 0 7.794 12.63 0.369 

Cooperation ComEth  -0.056 0.024 -2.299 0.022 -0.125 0.013 0.021 

 CliEth  0.009 0.04 0.218 0.827 -0.106 0.124 0 

 EDM  0.124 0.044 2.822 0.005 0 0.248 0.031 

 BeEth  -0.032 0.049 -0.647 0.518 -0.171 0.108 0.002 

Training and  Intercept  6.857 0.917 7.474 0 4.258 9.456 0.186 

Development ComEth  -0.011 0.026 -0.402 0.688 -0.084 0.063 0.001 

 CliEth  0.023 0.044 0.531 0.596 -0.1 0.146 0.001 

 EDM  0.135 0.047 2.869 0.004 0.002 0.269 0.032 

 BeEth  -0.024 0.053 -0.461 0.645 -0.174 0.126 0.001 

Compensatio

n and Reward   Intercept  9.334 0.785 11.893 0 7.111 11.557 0.366 

 ComEth  -0.039 0.022 -1.728 0.085 -0.102 0.025 0.012 

 CliEth  0.042 0.037 1.123 0.263 -0.064 0.147 0.005 

 EDM  0.019 0.04 0.469 0.64 -0.095 0.133 0.001 

 BeEth  -0.059 0.045 -1.31 0.192 -0.188 0.069 0.007 

Facilities                      Intercept  10.257 0.797 12.878 0 8.001 12.514 0.404 

 ComEth  -0.015 0.023 -0.66 0.51 -0.079 0.049 0.002 

                                         CliEth                0.02 0.038 0.53 0.597 -0.087 0.127 0.001 

 EDM  -0.059 0.041 -1.437 0.152 -0.175 0.057 0.008 

 BeEth  -0.028 0.046 -0.606 0.545 -0.158 0.102 0.001 

Job 

satisfaction  Intercept  7.295 0.753 9.683 0 5.161 9.429 0.277 

and security ComEth  0.019 0.021 0.879 0.38 -0.042 0.08 0.003 

 CliEth  0.001 0.036 0.018 0.985 -0.101 0.102 0 

 EDM  0.069 0.039 1.784 0.076 -0.041 0.179 0.013 

 BeEth  -0.065 0.043 -1.493 0.137 -0.188 0.058 0.009 

Autonomy of  Intercept  7.334 0.794 9.239 0 5.085 9.583 0.258 

Work ComEth  0.02 0.023 0.873 0.384 -0.044 0.084 0.003 

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 CliEth  -0.02 0.038 -0.544 0.587 -0.127 0.086 0.001 

 EDM  0.113 0.041 2.771 0.006 -0.003 0.228 0.03 

 BeEth  0.025 0.046 0.539 0.59 -0.105 0.154 0.001 

Adequacy of  Intercept  8.119 1.142 7.111 0 4.885 11.353 0.171 

Resources ComEth  -0.045 0.032 -1.387 0.167 -0.137 0.047 0.008 

CliEth  0.029 0.054 0.536 0.593 -0.124 0.182 0.001 

EDM  0.087 0.059 1.484 0.139 -0.079 0.253 0.009 

BeEth  0.015 0.066 0.228 0.819 -0.172 0.202 0 

NOTE: ᵅR-squared = .090 (Adjusted R-squared = .075). ᵇR-squared = .054 (Adjusted R-

squared = .039). ᶜR-squared = .044 (Adjusted R-squared = .029). ᵈR-squared = .071 (Adjusted 

R-squared = .056). ᵉR-squared = .029 (Adjusted R-squared = .013). ᶠR-squared = .039 

(Adjusted R-squared=.024). ᶢR-squared=.027 (Adjusted R-squared=.011). R-squared=.106 

(Adjusted R-squared=.091).Rsquared=.022(AdjustedR-squared=.006). 

Table 3 displays the findings of the multivariate multiple regression test, which included, 

communicative ethics, climatic ethics, ethics in decision-making and behavioural ethics which 

were used as predictors of the criteria for work environment, organisational culture, 

relationship and cooperation, training and development, compensation and reward, facilities, 

job satisfaction and security, autonomy of work and adequacy of resources. F(9, 237) = 38.789, 

Wilk's lambda =.404, p =.000, indicating that Wilk's lambda test for the omnibus hypothesis 

that all beta values across the dependent variables equal to zero were statistically significant. 

With work environment as the criterion for QWL, and R² =.090, p =.000. This shows that .9% 

of the variance in work environment that is QWL was explained by ethical leadership such as 

communicative ethics, climatic ethics, and ethics in decision-making and behavioural ethics. 

With QWL that is organisational culture as the criterion, R² = .054, p = .000. This shows that 

5.4% of the variance in QWL that is organisational culture is explained by sub-dimensions of 

ethical leadership (communicative ethics, climatic ethics, and ethics in decision-making and 

behavioural ethics). With regard to QWL, relationship and cooperation as the criterion, R² = 

.044, p = .000. This revealed that 4.4% of sub-dimensions of ethical leadership (communicative 

ethics, climatic ethics, and ethics in decision-making and behavioural ethics) explained its 

variance.  

With R² =.071, p =.000, revealed that 7.1% of the variance in QWL that is training and 

development is explained by sub-dimensions of ethical leadership (communicative ethics, 

climatic ethics, ethics in decision-making, and behavioural ethics).  Further, R² =.029, p =.000 

revealed that 2.9% of the variance in QWL, compensation and reward is clarified by sub-

dimensions of ethical leadership such as communicative ethics, climatic ethics, ethics in 

decision-making, and behavioural ethics. Again, with facilities as a dimension of QWL the 

outcome variable, R² = .039, p = .000, revealed that 3.9% of the variance in QWL that is 

facilities is explained by sub-dimensions of ethical leadership such as communicative ethics, 

climatic ethics, ethics in decision-making, and behavioural ethics. Moreover, with regard to 

QWL, job satisfaction and security as the outcome variable, R² = .027, p = .000, showed that 

2.7% of the variance in QWL that is job satisfaction and security is explained by sub-

dimensions of ethical leadership (communicative ethics, climatic ethics, ethics in decision-

making, and behavioural ethics). Similarly, with regard to autonomy of work as a dimension 

of QWL as the criterion, R² = .106, p = .000, showed that 10.6% of the variance in QWL that 

is autonomy of work is explained by sub-dimensions of ethical leadership such as 

communicative ethics, climatic ethics, ethics in decision-making, and behavioural ethics. With 

regard to QWL which is adequacy of resources as the criterion, R² = .022, p = .000, revealed 

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that 2.2% of sub-dimensions of ethical leadership (communicative ethics, climatic ethics, ethics 

in decision-making, and behavioural ethics) explained its variance.  

The study further revealed the individual dimensional predictors. Using QWL a criterion, 

communicative ethics [b = .010; t = .433; p = .666; Boot95%CI (-.058, .079)], climatic ethics 

[b = -.022; t = -.549; p = .584; Boot95%CI (-.136, .092)], ethics in decision making [b =.039; t 

= .888; p = .376, Boot95%CI (-.084, .162)], and behavioural ethics [b = .119; t = 2.435; p = 

.016, Boot95%CI (-.019, .257)], sub-dimensions of ethical leadership were not predictors of 

QWL (Work Environment). The results imply that tutors with ethical leadership such as 

communicative ethics, climatic ethics, ethics in decision-making, and behavioural ethics are 

not likely to be happy at work. Again, using organisational culture as a criterion, 

communicative ethics [b =.036; t = 1.752; p = .081; Boot95%CI (-.022, .094)], climatic ethics 

[b = .043; t = 1.264; p = .207; Boot95% CI (-.053, .140)], ethics in decision making [b = .029; 

t = .785; p = .433, Boot95%CI (-.076, .133)], and behavioural ethics [b = -.086; t = -2.083; p = 

.038, Boot95%CI (-.204, .031)], sub-dimensions of ethical leadership were not predictors of 

organiational culture a dimension of QWL. The findings suggest that tutors with 

communicative ethics, climatic ethics, ethics in decision making, and behavioural ethics 

dimensions of ethical leadership are less likely to be enthused in their work culture. Further 

analysis, showed that relationship and cooperation as an outcome variable, all the dimensions 

of ethical leadership, communicative ethics [b = -.056; t = -2.299; p = .022; Boot95%CI (-.125, 

.013)], climatic ethics [b = .009; t = .218; p = .827; Boot95%CI (.106, .124)], and behavioural 

ethics [b = -.032; t = -.647; p = .518; Boot95%CI (-.171, .108)], were not predictors of 

relationship and cooperation a dimension of QWL. However, ethics in decision making [b = 

.124; t = 2.822; p = .005, Boot95%CI (.000, .248)], was a significant predictor of relationship 

and cooperation. With regard to training and development as a criterion, communicative ethics 

[b = -.011; t = -.402; p = .688; Boot95% CI (-.084, .063)], climatic ethics [b = .023; t = .531; p 

= .596; Boot95%CI (-.100, .146)], and behavioural ethics [b = -.024; t = -.461; p = .645, 

Boot95%CI (-.174, .126)], sub-dimensions of ethical leadership were not predictors of training 

and development a dimension of QWL. However, ethics in decision-making [b = .135; t = 

2.869; p   =.004, Boot95%CI (.002, .269)] was found to be a predictor of training and 

development. The study revealed that compensation and reward as a criterion, communicative 

ethics [b = -.039; t = -1.728; p =.085; Boot95%CI(-.102, .025)], climatic ethics [b = .042; t = 

1.123; p = .263; Boot95%CI (-.064, .147)], ethics in decision making [b = .019; t = .469; p = 

.640, Boot95%CI (-.095, .133)], and behavioural ethics [b = -.059; t = -1.310; p = .192, 

Boot95% CI (-.188, .069)], were not predictors of compensation and reward (QWL). With 

regard to facilities as a criterion, communicative ethics [b = -.015; t = -.660; p = .510; 

Boot95%CI (-.079, .049)], climatic ethics [b = .020; t = .530; p = .597; Boot95%CI (-.087, 

.127)], ethics in decision making [b = -.059; t = -1.437; p = .152, Boot95%CI (-.175, .057)], 

and behavioural ethics [b = -.028; t = -.606; p = .545, Boot95%CI (-.158, .102)], were not 

predictors of facilities a dimension of QWL. The results imply that tutors with communicative 

ethics, climatic ethics, ethics in decision-making, and behavioural ethics are not likely to have 

facilities at work.  

The results showed that job satisfaction and security as an outcome variable of QWL, 

communicative ethics [b = .019; t = .879; p = .380; Boot95%CI (-.042, .080)], climatic ethics 

[b = .001; t = .018; p = .985; Boot95%CI (-.101, .102)], ethics in decision-making [b = .069; t 

= 1.784; p = .076, Boot95%CI (-.041, .179)], and behavioural ethics [b = -.065; t = -1.493; p = 

.137, Boot95%CI (-.188, .058)], were not predictors of job satisfaction and security. With 

regard to autonomy of work as a criterion, communicative ethics [b = -.020; t = .873; p = .384; 

Boot95%CI (-.044, .084)], climatic ethics [b = -.020; t = -.544; p = .587; Boot95%CI (-.127, 

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.086)], ethics in decision making [b = .113; t = 2.771; p = .006, Boot95%CI (-.003, .228)] and 

behavioural ethics [b = .025; t = .539; p = .590, Boot95%CI (-.105, .154)], sub-dimensions of 

ethical leadership were not predictors of autonomy of work a dimension of QWL.  

Finally, the study revealed that adequacy of resources as a criterion, communicative ethics [b 

= .045; t = -1.387; p = .167; Boot95%CI (-.137, .047)], climatic ethics [b = .029; t = .536; p = 

.593; Boot95%CI (-.124, .182)], ethics in decision-making [b = .087; t = 1.484; p = .139, 

Boot95%CI (-.079, .253)], and behavioural ethics [b = .015; t = .228; p = .819, Boot95%CI (-

.172, .202)], were not predictors of adequacy of resources (QWL). The results imply that tutors 

with communicative ethics, climatic ethics, ethics in decision-making, and behavioural ethics 

are not likely to have adequate resources in their work.  

Table 4: Regression Model for Ethical Leadership and Quality of Work Life (QWL) 

     95% Confidence Interval 

Model  B SE CR P Lower Upper 

(Constant)  70.461 3.948 17.884 .000 62.685 78.236 

Ethical Leadership  .083 .029 2.868 .004 .026 .140 

*Significant, p < .05; R = .179; R² = .032  

From Table 4, ethical leadership explained 3.2% of the variance in QWL. Ethical leadership 

was a substantial predictor of QWL [b = .08; P = .004; Boot95%CI (.026, .140)]. This result 

(B = .08) implies that ethical leadership positively predicts QWL.  

Hypothesis 2  

H2: Principals’ ethical leadership significantly predicts organisational commitment of 

tutors.  

This hypothesis aimed to test whether or not ethical leadership of principals could predict the 

organisational commitment of tutors. The relationship between the sub-dimensions of ethical 

leadership (communicative ethics, climatic ethics, ethics in decision-making, and behavioural 

ethics) and organisational commitment (affective commitment, continuance commitment, and 

normative commitment), as well as the overall construct of ethical leadership and 

organisational commitment is examined in this section. The criteria variable has multiple 

dimensions, therefore after meeting assumptions like normality, linearity, homoscedasticity, 

and multicollinearity, a strict alpha level was chosen to prevent type I error (rejecting the null 

hypothesis when there are no substantial results). To do this, the researcher applied the 

Bonferroni adjustment recommended by Tabachnik and Fidel (2011), in which the original 

alpha was divided by the number of dimensions in the criteria variable. So, since 0.05/3 = 

0.017, the new alpha level was set at.017. In doing so Multivariate Multiple Regression was 

used to test the hypothesis. Table 5 provides the results.  

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Table 5: Multivariate Multiple Regression of sub-dimensions of Ethical Leadership and 

Organisational Commitment  

            95% Confidence Interval  

Partial 

Eta 

Squared 

Criterion  Parameter  B  
Std. 

Error  
T  Sig.  Lower Bound 

Upper 

Bound  
  

AF  Intercept  12.943 1.299 9.965 0 9.822 16.064 0.288 
 ComEth  -0.065 0.037 -1.767 0.078 -0.154 0.024 0.013 
 CliEth  0.013 0.062 0.218 0.828 -0.135 0.161 0 
 EDM  0.042 0.067 0.624 0.533 -0.119 0.202 0.002 
 BeEth  0.126 0.075 1.68 0.094 -0.054 0.306 0.011 

CC  Intercept  12.747 1.513 8.426 0 9.112 16.383 0.225 
 ComEth  -0.04 0.043 -0.924 0.357 -0.143 0.064 0.003 
 CliEth  -0.029 0.072 -0.402 0.688 -0.201 0.144 0.001 
 EDM  0.197 0.078 2.53 0.012 0.01 0.383 0.025 
 BeEth  0.023 0.087 0.265 0.791 -0.187 0.233 0 

NC  Intercept  8.682 1.011 8.586 0 6.252 11.112 0.231 

  ComEth  -0.033 0.029 -1.149 0.252 -0.102 0.036 0.005 

NOTE: ᵅR-squared = .028 (Adjusted R-squared = .012). ᵇR-squared = .038 (Adjusted R-

squared = .023). ᶜR-squared = .022 (Adjusted R-squared = .006). 

Table 5 presents the results of a multivariate multiple regression test in which the requirements 

for affective commitment, continuance commitment, and normative commitment were 

predicted by communicative ethics, climatic ethics, ethics in decision making, and behavioural 

ethics. Wilk's lambda was used to determine whether the omnibus hypothesis that all beta 

values for the dependent variables were equal to zero was statistically significant. F (3, 243) = 

46.955, Wilk’s lambda = .633, p = .000. With affective commitment (AF) as a dimension of 

organisational commitment as the criterion, R² = .028, p = .000, this shows that 2.8% of the 

variance in affective commitment was explained by ethical leadership such as communicative 

ethics, climatic ethics, ethics in decision-making, and behavioural ethics. With continuance 

commitment as the criterion, R² = .038, p = .000, shows that 3.8% of the variance in 

continuance commitment is explained by sub-dimensions of ethical leadership (communicative 

ethics, climatic ethics, ethics in decision-making, and behavioural ethics). With regards to the 

organisational commitment that is, normative commitment as the criterion, R² = .022, p = .000, 

revealed that 2.2% of sub-dimensions of ethical leadership (communicative ethics, climatic 

ethics, ethics in decision-making, and behavioural ethics) explained its variance.  

In the case of dimensional predictions, it was individually based. Using affective commitment 

as a criterion, communicative ethics [b = -.065; t = -1.767; p = .078; Boot95%CI (-.154, .024)], 

climatic ethics [b = .013; t = .218; p = .828; Boot95%CI (-.135, .161)], ethics in decision 

making [b = .042; t = .624; p = .533, Boot95%CI (-.119, .202)], and behavioural ethics [b = 

.126; t = 1.680; p = .094, Boot95%CI (-.054, .306)], sub-dimensions of ethical leadership were 

not predictors of affective commitment. The outcomes imply that tutors with ethical leadership 

such as communicative ethics, climatic ethics, ethics in decision-making, and behavioural 

ethics are not likely to have an affective commitment to their work.  

With regard to continuance commitment (organisational commitment) as a criterion, 

communicative ethics [b = -.040; t = -.924; p = .357; Boot95%CI (-.143, .064)], climatic ethics 

[b = -.029; t = -.402; p = .688; Boot95%CI (-.201, .144)], and behavioural ethics [b = .023; t = 

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.265; p = .791, Boot95%CI (-.187, .233)], sub-dimensions of ethical leadership were not 

predictors of continuance commitment a dimension of organisational commitment. However, 

ethics in decision-making [b = .197; t = 2.530; p = .012, Boot95%CI (.010, .383)] was found 

to be a predictor of continuance commitment. The result implies that tutors with 

communicative ethics, climatic ethics, and behavioural ethics are not likely to have continuance 

commitment but tutors with ethics in decision-making tend to put up continuance commitment 

to their work.  

Using normative commitment (NC) as a criterion, communicative ethics [b = -.033; t = 1.149; 

p = .252; Boot95%CI (-.102, .036)], climatic ethics [b = .047; t = .982; p = .327; Boot95%CI 

(-.068, .162)], ethics in decision-making [b = .087; t = 1.677; p = .095, Boot95%CI (-.038, 

.212)], and behavioural ethics [b = -.050; t = -.856; p = .393, Boot95%CI (-.190, .090)], sub- 

dimensions of ethical leadership were not predictors of normative commitment. The outcomes 

imply that tutors with ethical leadership such as communicative ethics, climatic ethics, ethics 

in decision-making, and behavioural ethics are not likely to have a normative commitment to 

their work.  

The study further looked at the total construct of ethical leadership in predicting the total 

construct of organisational commitment. The exogenous (predictor) variable was the total 

construct of ethical leadership which was measured continuously. The criterion variable was 

the total construct of organisational commitment, which was also measured continuously. The 

details of the simple linear regression analysis are shown in Tables 6 and 7.  

Table 6: Model Summary and Fit Statistics of the Relationship between the Total  

Construct of Ethical Leadership and the Total Construct of Organisational Commitment  

Model  Sum of 

Squares 

Df Mean 

Square 

F Sig. R2 

1 Regression 91.163 1 91.163 2.0905 .0090 0.12 

 Residual 7782.421 248 31.381    

 Total 7873.584 249     

a. Dependent Variable: Total Construct of Organisational Commitment   

b. Predictors: (Constant), Total Construct of Ethical Leadership   

Table 7: Coefficient of the Prediction of the Total Construct of Ethical Leadership and 

the Total Construct of Organisational Commitment  

Model  B SE T P LLCI ULCI 

1  (Constant)  35.508 2.887 28.513 .000 29.822 41.195 

Ethical Leadership  .036 .021 -1.322 .090 -.006 .078 

B—Unstandardized Coefficient; SE—Standard Error; LLCI—Lower Limit Confidence  

Interval; ULCI—Upper Limit Confidence Interval.  

The outcomes in Table 6 highlight the model summary and fit statistics of the regression results. 

It was revealed from the analysis that the data, which comprised the total construct of ethical 

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leadership and the total construct of organisational commitment does not fit the model, F(1, 

248) = 2.905, p = .090. The outcome of the evaluation also showed that ethical leadership 

explained about 1.2% of the variability in organisational commitment.  

Table 8: Moderating Role of Sub-Dimensions of Organisational Commitment in the 

Relationship between Ethical Leadership and Quality of Work Life 

Model  Variable  B SE t-

value 

p-value BootLL BootUL 

1  (Constant)  97.4835 14.4155 6.7624 .0000 69.0899 125.8772 

  Ethical Leadership  -.2547 .1055 
-

2.4145 
.0165 -.4625 -.0469 

  
Affective 

Commitment  
-1.7670 .9661 

-

1.8289 
.0686 -3.6699 .1360 

  EL*AC  .0224 .0070 3.1823 .0016 .0085 .0360 

2  (Constant)  102.0082 20.8641 4.8892 .0000 60.9132 143.1032 

  Ethical Leadership  -.2167 .1499 
-

1.4457 
.1495 -.5119 .0785 

  
Continuance 

Commitment  
-1.8010 1.2530 

-

1.4373 
.1519 -4.2691 .6671 

  EL*CC  .0174 .0089 1.9517 .0521 -.0002 .0350 

3  (Constant)  108.5856 16.0310 6.7735 .0000 77.0101 140.1611 

  Ethical Leadership  -,2985 .1146 
-

2.6055 
.0097 -.5242 -.0728 

  
Normative 

Commitment  
-3.7521 1.5980 

-

2.3480 
.0197 -6.8996 -.6046 

  EL*NC  .0378 .0114 3.3216 .0010 .0154 .0602 

* Significant, p < 0.05  

Table 8 presents results on the moderating role of sub-dimensions of organisational 

commitment in the link between ethical leadership and QWL. In model 1, affective 

commitment was found as a substantial moderator between ethical leadership and QWL (b = 

.0224; SE = .0070; t = 3.1823; p = .0016, Boot95%CI (.0085, .0363). However, continuance 

commitment was not found as a substantial moderator between ethical leadership and QWL (b 

= .0174; SE = .0089; t = 1.9517; p = .0521, Boot95%CI (-.0002, .0350) in model 2. In model 

3, normative commitment was found as a moderator between ethical leadership and QWL (b = 

.0378; SE = .0114; t = 3.3216; p = .0010, Boot95%CI (.0154, .0602). The result implies that 

organisational commitment was a substantial moderator between ethical leadership and QWL 

of tutors.   

 

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FINDINGS 

From the study, the results revealed that the sub-dimensions of ethical leadership 

(communicative ethics, climatic ethics, and behavioural ethics) were not predictors of sub-

dimensions of quality of work life. However, ethics in decision making, a sub-dimension of 

ethical leadership, was a substantial predictor of relationship and cooperation, and training and 

development sub-dimensions of quality of work life. When the total construct of ethical 

leadership was merged it predicted the total construct of quality of work life of CoE tutors. 

The results again revealed that the sub-dimensions of ethical leadership (communicative ethics, 

climatic ethics, and behavioural ethics) were not predictors of sub-dimensions of organisational 

commitment. However, ethics in decision-making, a sub-dimension of ethical leadership was 

a substantial predictor of continuance commitment, a sub-dimension of organisational 

commitment. When the total construct of ethical leadership was put together it did not predict 

the total construct of organisational commitment of CoE tutors in Ghana. The result further 

showed that when organisational commitment was paired with ethical leadership and quality 

of work life, organisational commitment was a substantial moderator between ethical 

leadership and quality of work life of tutors.  

CONCLUSIONS AND RECOMMENDATIONS 

Conclusion 

Ethical leadership was a significant predictor of quality of work life, according to the findings 

of the study. The study suggests that principal leaders with great impact on workers commonly 

exercise certain leadership practices on followers. Per these practices, principal leaders should 

aim to make the quality of work life satisfactory for the staff. The reason behind this is that as 

long as an individual is satisfied with work and personal life, it is anticipated that the tutor will 

perform better.  

The study also revealed that ethical leadership did not predict the organisational commitment 

of tutors. It can be concluded that ethical leadership can transform tutors’ commitment to work 

which can lead to a positive impact on tutors’ productivity. When leaders cannot influence their 

followers positively, tutors’ productivity becomes low. When this happens, tutors’ put up 

negative attitudes and behaviours. 

The study again revealed that organisational commitment was a substantial moderator between 

ethical leadership and quality of work life of tutors. For this reason, organisations aiming to 

improve employee well-being, interventions should simultaneously emphasise developing 

ethical leadership and fostering organisational commitment through supportive policies, 

culture-building activities, and employee engagement initiatives.  

The positive impact of ethical leadership on QWL and organisational commitment implies that 

the variables play key roles in the principal’s task as the administrative head of the college and 

that his or her ability to deal effectively with tutors ethically will affect the institutional climate. 

It is believed that adequate and efficient use of the variables in the management of colleges 

could help to explain potential changes in tutorial staff institutional practices and performance 

and again, the application of these variables may minimise tutors’ turnover, and possibly 

increase productivity. 

Recommendations 

Based on the findings, the following recommendations were made: 

1. Principal leaders in the colleges should foster an ethical environment in their institution, by 

providing relevant ethics and soft skills training such as positivity, communication, 

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delegation, problem-solving, and empathy. By creating an ethical work environment, 

leaders may be able to greatly decrease turnover rates to increase productivity. As evidenced 

by Johnson et al., (2023) that schools with ethical leadership frameworks demonstrated 25% 

lower turnover rates than those with less transparent leadership systems. This is again 

supported by Chen and Wang's (2023) longitudinal study which reported teacher retention 

in schools that used ethical leadership principles. 

2. Principal leaders should prioritise creating an inclusive work environment where every tutor 

feels valued and respected. This involves actively promoting diversity, ensuring equal 

opportunities for growth, and addressing discrimination. In doing this CoE principals must 

model fairness in decision-making, openly communicate expectations, and encourage 

feedback to build trust. By nurturing a culture of respect, tutors are more likely to feel 

engaged, and motivated, thereby enhancing their overall quality of work life. Lijun and Te 

(2024) discovered that ethical leadership boosted a good organisational culture, which in 

turn made teachers more inclined to go above and beyond the call of duty. 

3. The principals should use approaches such as good role models, improving relations with 

tutors, and establishing trust and mutual respect during meetings and other engagements 

with tutors to increase organisational commitment and prevent them from quitting work.  

Contributions of the Paper 

The relationships of these constructs of ethical leadership, quality of work life, and 

organisational commitment are crucial for organisational success. Research underscores the 

importance of ethical leaders in cultivating a work environment that inspires commitment, 

ultimately driving organisational performance and employee well-being. Future studies could 

explore moderating factors, such as cultural context and individual differences, in these 

relationships to provide deeper insights. 

Declaration of Conflicting Interests  

The author declared no potential conflicts of interest with respect to the authorship, and/or 

publication of this article.  

Funding  

The author received no financial support for the authorship, and/or publication of this article. 

 

 

 

 

 

 

 

 

 

 

 

 

 

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