MANAGERIAL BEHAVIOUR, ETHICS AND PROFESSIONALISM IN EDUCATIONAL MANAGEMENT IN NIGERIA: A DOCUMENTARY REVIEW

Abstract

Educational management is not only concerned with planning, coordination and resource utilisation; it also depends on how educational managers exercise authority, make decisions and discharge their professional responsibilities. In Nigeria, the increasing emphasis on accountability, fairness, transparency, professional competence and responsible exercise of authority highlights the need to examine how these qualities are expressed in educational management practice. This study examined the dimensions of educational behaviour, ethics and professionalism relevant to educational management, their relationship with effective management, the institutional factors shaping professional conduct and measures for strengthening ethical practice. The study adopted a documentary research design with a total review of twenty-five (25) publications. Out of which twenty-three (23) were published between 2020 and 2026 while the remaining two (2) were below. This was done using Google Scholar, ERIC, African Journals Online (AJOL) and other relevant Nigerian journal and institutional repositories. The review included empirical studies alongside relevant peer-reviewed and institutional documents, while conceptual and opinion papers were used only for contextual support. Data were analysed using thematic synthesis and descriptive content analysis. Findings indicate that integrity, fairness, accountability, transparency, communication, ethical decision-making, role modelling, respect, professional competence and continuous professional development constitute important dimensions of professional educational management. Evidence further indicates positive relationships between ethical leadership and outcomes such as teacher commitment, morale, collaboration, student discipline and administrative effectiveness. However, political interference, inadequate resources, external pressures, conflicts of interest, weak accountability and limited professional preparation can constrain ethical and professional conduct. It concluded that strengthening professionalism requires continuous professional development, clear ethical standards, transparent decision-making, effective accountability mechanisms, participatory leadership and supportive institutional conditions. It recommended that educational institutions and relevant authorities integrate ethical competence and professional conduct into leadership preparation, appointment, supervision and performance evaluation.