Exploring the Role of Moral Leadership in Ensuring Educational Equity among Student Teachers

Abstract

The study explored the conceptions of moral leadership among student-teachers and the way these conceptions influence the perceptions of the student-teachers about educational equity in a Pakistani state university in Sialkot. A qualitative phenomenographic design was employed. Data were collected through semi-structured interviews with 10 BS Education student-teachers and the analysis was done by using Reflexive Thematic Analysis. The analysis produced one major theme with three sub-themes. Initially, respondents conceptualized moral leadership as ethical and value-based leadership based on accountability, integrity, empathy, courage, and role modelling. Second, they considered moral leadership as a way of achieving educational equity based on fair policies, inclusion, anti-favouritism, and help for disadvantaged learners. Third, the respondents separated equity and equality, as they considered fairness to be the support of the need, not the support of all learners. Fourth, they found structural and contextual impediments, such as crowded classrooms, resource scarcity, cultural bigotry, political pressure, and gaps in professional education, which inhibit moral leadership and equity practices. The research finds that student-teachers have emerging but significant ideas of moral leadership as an instrument for enhancing equity and inclusion. Nevertheless, such insights need to be reinforced by the institutions in teacher education programs. The results indicate that moral education, social justice, inclusive education, and equity-based leadership education should be strategically incorporated into teacher education to equip future teachers with morally responsive and equitable teaching.