Abstract:
This qualitative study explores unethical practices by teachers amid turbulent socio-political
and economic environments in Zimbabwean schools. The study was conducted in four
Zimbabwean schools in Marondera Education District. The study data were generated through
focus group interviews, documents review and semi-structured interviews. The findings suggest
that ethical practices in schools are very difficult, if not impossible, during turbulent socio
political and economic environments, like in Zimbabwe currently. The study establishes that a
turbulent socio-political and economic environment compromises ethical practices as it
facilitates incessant teacher unpunctuality and absenteeism due to private businesses, late
payment of salaries and bonuses, the mounting cash crisis in banks, political violence against
teachers, a collapse of the educational funding systems and learner deteriorating behaviour at
schools, amongst others. Whenever there are two competing issues, one is bound to be
outweighed, in the case of this study, ethical leadership is pitied against survival of the school
personnel survival before ethical behaviour, creating dilemmas for the school heads and
teachers. It has emerged, in this study, that the way forward is to deal with the turbulences that
are pushing the educational practitioners to the cliff edge, hence restoring calm on the
education flight.
Description:
of leadership, development and governance at local, national and supranational levels
and coming from across various sectors of the economy. It is premised on the idea that
leadership is meant to create anticipated futures by the leaders themselves.
Development is a revolutionist endeavour that must be governed well for the sake of
intergenerational equity. The journal is produced bi-annually.
