اسماعیل حسین پور

Method: This study is practical in terms of purpose, and descriptive correlational in terms of method. The statistical population includes all teachers from second normal secondary schools in the first and second districts of Sanandaj city during the academic year of 2021-2, totalling 686 individuals. A sample size of 343 was selected using a simple random sampling method. Data was collected through three questionnaires: The 10-Item Ethical Leadership Scale by Brown and Trevino (2005), The 12-Item Collective Efficacy Questionnaire by Goddard (2001), and The 9-Item Questionnaire by Schaufeli et al. (2002) utilizing a five-point Likert scale. The face validity of the questionnaires was confirmed through expert opinions, while their construct validity was established by Confirmatory Factor Analysis (CFA). To ensure questionnaire reliability, the Cronbach’s alpha coefficient was utilized. The resulting reliability coefficients for the ethical leadership, self-efficacy, and job involvement questionnaires were 0.91, 0.72, and 0.93, respectively. After verifying that the parametric assumptions were met, the data was analysed using Pearson’s correlation test and structural equation modelling via SPSS software. The results revealed a favourable fit for the research’s structural model, indicating a direct relationship between the ethical leadership style of school managers and teachers’ collective efficacy and job involvement. Furthermore, the ethical leadership status of school managers emerged as a significant predictor for teachers’ levels of collective efficacy and job involvement. These findings suggest that demonstrating ethical leadership behaviours can enhance teachers’ self-efficacy, thereby fostering greater passion and job involvement among them