Ethical Leadership in Public Educational Institutions

Carlos Rigail Marcial Coello; María José Carrasco Ortiz; Patricia Margarita Flores Villalva; Gina Magdalena Flores Villalva; Ninfa Marisol Flores Villalva

doi:10.63803/prisma.v1n3.12

Authors

Carlos Rigail Marcial Coello Unidad educativa Jesús Martínez de Ezquerecocha Author https://orcid.org/0000-0003-3110-5422
María José Carrasco Ortiz Escuela de educación básica Roberto Alejandro Narváez Author https://orcid.org/0009-0006-5880-9525
Patricia Margarita Flores Villalva La librería letra libre Author
Gina Magdalena Flores Villalva Gobierno Autónomo Descentralizado Municipal del Cantón Babahoyo Author
Ninfa Marisol Flores Villalva La librería letra libre Author

DOI:

https://doi.org/10.63803/prisma.v1n3.12

Keywords:

Ethical leadership, Public education, School governance, Educational equity, Latin America

Abstract

Ethical leadership plays a pivotal role in shaping the culture, climate, and effectiveness of public educational institutions, particularly in Latin America, where educational systems frequently face socio-political and economic challenges. This article explores the concept of ethical leadership within public schools, emphasizing its relevance in fostering integrity, trust, and social justice among educational stakeholders. The study uses a qualitative approach, including document analysis of regional policy frameworks and case studies from Ecuador, to examine how school leaders embody ethical principles in practice. Findings reveal that ethical leadership contributes to higher teacher motivation, improved student engagement, and stronger community ties, even in resource-constrained settings. However, the implementation of ethical leadership is often hindered by bureaucratic constraints, political interference, and a lack of continuous professional development. The article concludes that strengthening ethical leadership should be a strategic priority in educational policy across Latin America. It recommends integrating ethics training in leadership preparation programs and fostering participatory governance models in schools. This contribution is timely and necessary as public education in the region aims to recover from post-pandemic disruptions and seeks greater transparency and equity. The Ecuadorian context serves as a reference point to illustrate broader regional trends and challenges in cultivating ethical school leadership.

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