Principal Moral Leadership and School Ethical Climate in Secondary Schools in Plateau State

This study investigates the relationship between principal moral leadership and the ethical climate of secondary schools in Plateau State, North Central Nigeria. Moral leadership in school administration refers to the conscious exercise of authority in ways that reflect ethical values, fairness, and integrity, and its influence on the organisational environment has significant implications for student socialisation and staff conduct. Amidst growing concerns about corruption, examination malpractice, and professional misconduct in Nigerian secondary schools, moral leadership offers a theoretically grounded framework for examining how administrative behaviour shapes institutional ethics. The study employs a correlational survey design and samples 320 teachers, vice principals, and students from 35 secondary schools across three local government areas in Plateau State. Validated instruments measuring moral leadership and ethical climate are administered, and data are analysed using structural equation modelling and regression analysis. The study draws on the Moral Leadership Theory of Sergiovanni. Findings confirm that principal moral leadership is a significant positive predictor of ethical school climate, and that the relationship is partially mediated by staff trust in school leadership. Schools with high moral leadership scores record lower rates of examination malpractice and staff misconduct. Recommendations include the inclusion of ethical leadership assessment in principal appointment criteria and the development of a moral leadership mentoring programme for Plateau State secondary school heads. Keywords: moral leadership, ethical climate, school administration, principal behaviour, Plateau State.