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johepal 2025, 6(2): 110-123 |
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Chunoo V S. (2025). Identity, Capacity, and Efficacy for Ethical Leadership Education. johepal. 6(2), 110-123. doi:10.61186/johepal.6.2.110
URL: http://johepal.com/article-1-1258-en.html
URL: http://johepal.com/article-1-1258-en.html
Abstract: (93 Views)
Ethical leadership education is vital for developing leaders capable of navigating complex moral landscapes with integrity and purpose. This paper offers a thorough analysis of scholarly literature surrounding three interrelated constructs essential to ethical leadership development in higher education: identity, capacity, and efficacy. Leadership identity encompasses an individual’s evolving self-concept as a moral leader, shaped through reflection, mentorship, and socialization. Capacity refers to the skills, knowledge, and emotional intelligence necessary for recognizing and addressing ethical dilemmas. Efficacy captures one’s belief in their ability to lead ethically, particularly in high-stakes or ambiguous contexts. Drawing from research in leadership studies, moral development, and experiential education, the paper explores how pedagogical strategies such as reflective writing, service-learning, mentoring, simulations, and feedback enhance these three dimensions. The article underscores the importance of integrating identity, capacity, and efficacy through curricular and co-curricular experiences to cultivate principled, confident, and competent ethical leaders. It concludes by recommending future research on the intersectionality of these dimensions across diverse student populations and educational contexts, highlighting the need for intentional, inclusive, and developmental approaches in ethical leadership education. This integrated framework provides educators with a meaningful structure to guide and assess leadership learning, ensuring that students are prepared to lead with both moral clarity and practical effectiveness.
Type of Study: Research |
Subject:
Special
Received: 2025/02/14 | Accepted: 2025/05/1 | Published: 2025/06/30
Received: 2025/02/14 | Accepted: 2025/05/1 | Published: 2025/06/30
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