The Influence of Ethical Guidance on Academic Staff’s Teaching Performance in Public Universities in Tanzania

Abstract

This study examines how ethical guidance affects academic staff teaching performance in Tanzania's Public Higher Learning Institutions (HLIs). Among 4863 academic staff members from Tanzania's public higher learning institutions, 350 respondents were selected using a stratified simple random selection technique. Public HLIs were chosen because staff members are required to enhance their teaching abilities to offer a high-quality educational service. Additionally, staff members are directed by moral principles and codes of conduct. Nonetheless, it is not clear how much ethical guidance influences academic staff’s teaching performance. A self-administered questionnaire of closed-ended questions was used to collect the data. Descriptive Statistics and Regression Analysis were used for data analysis. The results demonstrate that providing ethical guidance has a favorable impact on teaching performance. Consequently, this study adds to the body of knowledge by shedding light on the relationship between HLI leaders' moral leadership behaviors and the academic staff's performance in HLIs. The research facilitates the government's understanding of ethical guidance and allows researchers to investigate new aspects of ethical guidance in HLIs for possible future study topics.

Keywords: Ethical Leadership, Academics Teaching Performance, Higher Learning Institutions, Tanzania