Abstract: This study examined ethical principles, leadership ethics, and professional conduct among teaching professionals, and analysed their relationship with selected 21st century competencies and national development outcomes. Guided by Axiological Ethical Theory and Ethical Leadership Theory, the study adopted a mixed methods approach, integrating a descriptive-correlational design with a phenomenological qualitative design. Quantitative data were collected from 138 teaching professionals using questionnaires, while qualitative data were obtained through semi-structured interviews with 13 institutional leaders and experienced educators, complemented by document analysis. Quantitative data were analysed using percentages and charts, while qualitative data were analysed thematically. The findings reveal that teaching professionals possess a strong understanding of ethical principles grounded in honesty, integrity, responsibility, accountability, and professionalism, which they perceive as internalised moral values rather than mere compliance with rules. Leadership ethics emerged as a critical determinant of institutional ethical culture, influencingtrust, motivation, morale, and professional discipline. Ethical behaviour was shaped by the interaction of personal moral values and institutional factors such as transparent policies, accountability mechanisms, and peer culture. The study further established a strong relationship between ethical practices and 21st century competencies, including critical thinking, communication, collaboration, creativity, and soft skills. Conversely, unethical practices—such as corruption, sexual and gender-based violence, professional misconduct, and misuse of ICT—were found to undermine educational quality, human capital and national progress. The study concludes that ethics is a foundational professional competency and a national development imperative. Strengthening ethical leadership, institutional ethical culture, and values-based teacher preparation is essential for improving education and national development.

Abstract: Education plays a pivotal role in fostering learning. Education in the 21st century extends far beyond basic literacy, embracing the concept of creating lifelong learners. This paradigm shift recognizes that the ability to learn, adapt, and acquire new skills continuously is paramount in our rapidly evolving world. Education now focuses on developing competencies that enable individuals to become autonomous, adaptable learners throughout their lives. This study explores the paradigm shift from viewing education solely as a means of achieving literacy to recognizing its role in developing lifelong learners. This paper examines the importance of lifelong learning competencies in the context of rapid technological advancements, global economic shifts, and evolving societal needs. It argues that in the 21st century, education must transcend basic literacy skills to foster a set of competencies that enable continuous learning throughout life. The research examines how traditional educational models often fall short in preparing individuals for the rapidly changing global landscape, where adaptability and continuous skill development are crucial. By analyzing current literature and case studies, the paper identifies key lifelong learning competencies, including critical thinking, digital literacy, and self-directed learning. It also investigates the challenges in implementing this approach within existing educational frameworks. The findings suggest that reorienting education towards developing lifelong learners is essential for individual success and societal progress. The study concludes by proposing strategies for educational institutions and policymakers to cultivate these competencies, emphasizing the need for a holistic approach to education that goes beyond mere literacy.