Abstract
Research objectives (aims) and problem(s): Poor work ethics among educators in disadvantaged schools remain a persistent challenge, undermining teacher performance, learner outcomes, and institutional effectiveness. Despite their pivotal role in enforcing professional standards, little is known about how department heads experience and navigate their responsibilities in promoting ethical workplace behaviour. This study explores the experiences of department heads in promoting positive work ethics among educators in disadvantaged schools. The study aims to examine how department heads lead efforts to promote positive work ethics and to understand the challenges they face in doing so. Research methods: The research adopts a constructivist paradigm, using a qualitative approach to gather insights into the lived experiences of 20 department heads with at least five years of leadership experience. Data were collected through semi-structured interviews and analyzed using qualitative content analysis. Process of argumentation: Through the voices of department heads, the study develops an understanding of how ethical leadership is enacted in challenging school environments. The argument is built around the actions department heads take—such as role modeling, monitoring, and fostering development—and how these actions are constrained by contextual limitations, such as limited resources, political interference, and lack of incentives. Research findings and their impact on the development of educational sciences: The findings reveal that department heads play a crucial role in addressing ethical challenges by fostering a culture of accountability, communication, and professional development. They set a positive example through role modeling, monitor educators’ performance, and create opportunities for growth and collaboration. The study also highlights significant barriers, such as inadequate rewards, school politics, and scarce resources that affect morale and educator effectiveness. These insights contribute to educational sciences by deepening the understanding of leadership practices in ethically challenging environments. Conclusions and/or recommendations: Addressing the identified challenges requires systemic reforms, including the implementation of transparent reward systems, the promotion of collaboration, and the reduction of workplace politics. By addressing these issues, department heads can better foster a positive work ethic, enhance teacher performance, and support improved learner outcomes in disadvantaged school contexts.