ETHICAL LEADERSHIP AT WORK, CORPORATE SOCIAL RESPONSIBILITY PRACTICES AND ORGANIZATIONAL CULTURE: A STRUCTURAL EQUATION MODEL ON THE WORK TASKS MOTIVATION OF PUBLIC SCHOOL TEACHERS

Raphfyjay V. Penonia, Lyndon A. Quines

Abstract


This study examines the relationships between ethical leadership, corporate social responsibility (CSR), organizational culture, and work task motivation among public elementary school teachers. Employing a quantitative, non-experimental correlational design, the study involved 415 teachers selected through stratified random sampling from Region XI. Data were analyzed using descriptive statistics, correlation analysis, and structural equation modeling (SEM). Results revealed that school heads exhibited very high levels of ethical leadership, particularly in ethical guidance, sustainability, and integrity, while fairness was rated moderate. Teachers reported very high levels of CSR engagement, especially in ethical and legal responsibilities. Organizational culture was also rated very high, with strong emphasis on family orientation and teamwork. Teachers’ work task motivation was generally high, driven by intrinsic motivation and identified regulation, with amotivation being the least observed. Correlation results confirmed significant positive relationships among ethical leadership, CSR, organizational culture, and work task motivation. Among the three tested models, model 3 emerged as the best fit, indicating that CSR is the most influential direct predictor of motivation, while ethical leadership and organizational culture exert indirect effects. Models 1 and 2 were found to be less fitting based on comparative fit indices. The study contributes to existing literature by emphasizing the pivotal role of CSR in enhancing teacher motivation and suggests integrating CSR principles into leadership practices and school culture to create a more motivating work environment for teachers.

 

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educational management, ethical leadership, corporate social responsibility, organizational culture, teachers

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6497

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