Ma`rifat Modiriyati

The purpose of this paper is to identify the effective components of organizational ethics in schools. This research constitutes a qualitative, descriptive-analytical study. The requisite data for achieving the research objectives were collected through a review of available sources pertinent to the research topic, utilizing note-taking forms, and were subsequently analyzed using qualitative methods. The research findings indicate that the effective components of organizational ethics can be categorized into three levels. At the individual level, reforming attitudes, instigating attitudinal change, and reinforcing the internal locus of control; at the organizational level, fostering intrinsic organizational motivation, ensuring ethical predictability within the organization, designing an organizational ethics-building program, providing continuous and comprehensive training, creating a foundation for acquiring practical skills and organizational spirituality; and at the macro and extra-organizational level, establishing regular and active communication with other educational organizations and engaging in charitable and public welfare activities, are among the influential components in fostering organizational ethics. It is concluded that any program aimed at optimizing the organizational ethics process—in educational organizations broadly and in schools specifically—necessitates a strategic vision and a comprehensive, systematic plan by educational leaders, adopting a process-oriented approach.