Factors Influencing Pupils’ Character Development and the Influence of Principals’ Ethical Leadership in Public Senior Secondary Schools in Sierra Leone

Samuel Joseph Bebeley¹, Augustine Fomba Koroma², Prince Tongor Mabay^1, and Joseph James Mbavai²

¹Department of Health Education and Behavioural Sciences, School of Education, Njala University, Bo, Sierra Leone

²Department of Teacher Education Secondary, School of Education, Njala University, Bo, Sierra Leone

Cite this paper:
Samuel Joseph Bebeley, Augustine Fomba Koroma, Prince Tongor Mabay and Joseph James Mbavai. Factors Influencing Pupils’ Character Development and the Influence of Principals’ Ethical Leadership in Public Senior Secondary Schools in Sierra Leone. Research in Psychology and Behavioral Sciences. 2026; 12(1):13-20. doi: 10.12691/rpbs-14-1-2

Abstract

This study examined the factors influencing pupils’ character development and the relationship between principals’ ethical leadership and pupils’ character development in public senior secondary schools in Sierra Leone. A mixed-methods design was employed, involving 384 respondents from 12 public senior secondary schools in Freetown, Bo, Kenema, and Makeni. The sample comprised 84 teachers, 12 principals, and 288 pupils. Quantitative data were collected using structured questionnaires and analysed using SPSS Version 26, while qualitative data from key informant interviews and focus group discussions were analysed thematically using NVivo. The questionnaire demonstrated good internal consistency (Cronbach’s α = 0.826). Findings indicated that school rules and regulations (M = 4.85), parental involvement (M = 4.25), and extracurricular activities (M = 4.24) were the strongest perceived influences on pupils’ character development, while peer influence (M = 2.25) and social media exposure (M = 2.79) were perceived as negative influences. No significant gender differences were observed across the main character-development factors (p > 0.05). Principals’ ethical leadership showed a strong positive relationship with pupils’ character development. The ethical-leadership composite recorded M = 4.44 (SD = 0.27), while character development recorded M = 2.97 (SD = 0.30). Pearson’s correlation revealed a strong positive association (r = 0.735, 95% CI [0.618–0.820], p < 0.001). Simple linear regression further showed that ethical leadership significantly predicted character development, explaining 54.1% of its variance (R² = 0.541, F(1,82) = 96.47, p < 0.001). The highest-rated ethical-leadership dimensions were promoting kindness (M = 4.75) and transparent decision-making (M = 4.74). Significant gender differences were identified in ethical role modelling, promoting kindness, upholding ethical standards, moral communication, and showing concern (p = 0.009–0.045). Qualitative findings reinforced the importance of school climate, parental guidance, peer influence, and social media in shaping pupils’ character. The study concludes that ethical leadership, supportive school environments, parental involvement, and consistent behavioural standards are important for positive character development. It recommends integrating character education across school activities, strengthening family-school partnerships, establishing structured peer mentoring, and providing continuous professional development to strengthen ethical leadership in schools.

Keywords:
Ethical Leadership Character Development Factors Principals Pupils Senior Secondary Schools Sierra Leone

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