Principals: Democratic Ethical Leadership Versus Behaviors of Conventional School Leaders

2019 ◽  
pp. 89-113
Author(s):  
Andrew Sanko ◽  
Frederick A. Froehlich ◽  
Tahira Burrell ◽  
Brandon Brown ◽  
Arkadiy Yelman
Keyword(s):  
Ethical Leadership ◽  
School Leaders ◽  
Conventional School

Ethical School Leadership: Problems of an Elusive Role

1997 ◽  
Vol 7 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Elizabeth Campbell
Keyword(s):  
School Leadership ◽  
Ethical Leadership ◽  
Personal Experience ◽  
School Leaders ◽  
Preparation Programs ◽  
Theoretical Context ◽  
Educational Literature ◽  
Professional Responsibilities ◽  
Experience Teaching ◽  
Future School

Educational literature increasingly emphasizes the importance of ethics in school leadership and the need to recognize professional responsibilities as basic ethical imperatives. It further notes that future administrators must be engaged in preparation programs which highlight this neglected area and the prominence of their role as ethical practitioners. Within this theoretical context, and from the perspective of my personal experience teaching future school leaders, this paper addresses complexities involved in translating philosophical principles into practice within a prevailing climate of value relativism; it ponders the irony of asserting goals of ethical leadership while continuing to accept ethics as subjectively-defined values of opinion and preference.

scholarly journals The challenges of ethical leadership: a case study of secondary school leader's experiences in Kenya

2021 ◽  
Author(s):  
◽  
Truphena Oduol
Keyword(s):  
Secondary School ◽  
Ethical Leadership ◽  
Ethical Decision Making ◽  
Good Governance ◽  
School Leaders ◽  
Single Case ◽  
The State ◽  
Value Systems ◽  
Ethical Challenges

<p>Research has shown that school leaders today face more numerous ethical challenges than before, however little is known about the ethical challenges school leaders in Africa, and more specifically Kenya, encounter. This single case study investigated the nature of the ethical challenges that secondary school leaders face in conforming to the demands for ethical leadership and professionalism. It explores the perspectives of school leaders using semi-structured individual interviews: five school principals, 16 heads of department, five school boards of governors, and five school bursars, in five categories of secondary schools. The views and perspectives of nine parents on the leaders' ethical decision-making were also sought through interviews, because as stakeholders they are recipients of decisions made by the leaders. Drawing on a social constructivist theoretical framework and Eurocentric and Afrocentric paradigms for analysis and interpretation, the study revealed that the school leaders' ethical problems emanated from dealing with the realities of the context which creates conflicting demands for ethical conduct. A critical analysis of these themes using Foucauldian concepts of subjectification, power and governmentality illustrated that school leaders' ethical challenges were intensified because of their forced accommodation to Euro-western global policies. These policies, in particular the Structural Adjustment Programmes policy, the Education For All policy and the Good Governance Agenda are geared towards attaining the utopian dream of development. In view of this goal, the Kenyan state and school leaders are exposed to global interventions propagated on terms of discourses of improvement. The thesis argues that ethical challenges are intensified and persist because school leaders and the State have failed to critically reflect on these external influences, and allowed international global bodies to define the nation's needs, values and destiny. This study recommends that the State and education policy makers need to take a lead in developing their own value systems and policies, taking into account local Kenyan contextual needs and giving greater valence to Afrocentric values.</p>

scholarly journals The Perceived Views of Principals and Supervisors towards Their Ethical Leadership in Some Selected Primary Schools of Eastern Ethiopia

Humaniora ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 183-192
Author(s):  
Birhanu Sintayehu Alemu ◽  
Bahar Adem Abdillahi
Keyword(s):  
Ethical Leadership ◽  
Primary Schools ◽  
School Leaders ◽  
Leadership Behavior ◽  
Code Of Conduct ◽  
Personal Characteristics ◽  
Eastern Ethiopia ◽  
Leadership Practice ◽  
Academic Qualification ◽  
Significant Difference

The research’s objectives were to assess the extent to which principals and supervisors practice ethical code of conduct in leading teachers in primary schools, identify differences among leaders related to their personal characteristics, and identify immoral practices leaders experience in the schools. The research participants were 120 principals, 63 supervisors, and 62 teachers selected using stratified and available sampling techniques. The quantitative data obtained through questionnaire were analyzed by descriptive and inferential statistics. The findings of the research reveal that school leaders are moderately ethical in their schools’ administration. There is no significant difference in the dimensions of ethical leadership practice with reference to positions and fields of study school leaders possess. However, there is a significant difference in experience in a leadership position and academic qualification as well as between males and females. Teachers perceive that school leaders use mainly deception, abuse, harassment of subordinates, diminished dignity of employees, and breach of the agreement. It is suggested that school leaders should have professional scaffolding and training in fostering ethical leadership behavior to lead schools successfully. Those interested may conduct more detailed research considering secondary schools.

Democratic School Leaders: Defining Ethical Leadership in a Standardized Context

2009 ◽  
Vol 19 (4) ◽  
pp. 406-444 ◽  
Author(s):  
Cynthia Gerstl-Pepin ◽  
Judith A. Aiken
Keyword(s):  
Qualitative Study ◽  
Narrative Inquiry ◽  
Ethical Leadership ◽  
School Leaders ◽  
Personal Narratives ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Research And Practice ◽  
Democratic Leadership ◽  
Ethical Beliefs

The purpose of this article is to learn from active educational leaders engaged in the practice of democratic, ethical leadership. In this article, we share findings of a qualitative study that used narrative inquiry to examine the stories of eight educational leaders. We discuss three themes arising from the participants’ narratives that define ethical, democratic leadership: understanding ethical sensitivities and personal narratives; actions that leaders engage in to support their democratic, ethical beliefs; and balancing ethical, democratic responsibility and standardized accountability. From these themes, we offer suggestions to expand leadership preparation, research, and practice.

scholarly journals The centrality of ethical leadership

2015 ◽  
Vol 53 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Lisa C. Ehrich ◽  
Jessica Harris ◽  
Val Klenowski ◽  
Judy Smeed ◽  
Nerida Spina
Keyword(s):  
School Leadership ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
School Leaders ◽  
Small Body ◽  
Ethical Framework ◽  
Structured Interviews ◽  
Content Type ◽  
Use Of Data

Purpose – The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals’ perceptions of how they understand ethical leadership and how they lead the ethical use of data. Design/methodology/approach – This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability. Findings – There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals’ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt’s (1996) ethical framework proved to be relevant for interpreting principals’ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. Originality/value – While there is a small body of research that explores school leaders’ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders’ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals’ leadership practices in the current climate driven by data use.

scholarly journals The challenges of ethical leadership: a case study of secondary school leader's experiences in Kenya

2021 ◽  
Author(s):  
◽  
Truphena Oduol
Keyword(s):  
Secondary School ◽  
Ethical Leadership ◽  
Ethical Decision Making ◽  
Good Governance ◽  
School Leaders ◽  
Single Case ◽  
The State ◽  
Value Systems ◽  
Ethical Challenges

<p>Research has shown that school leaders today face more numerous ethical challenges than before, however little is known about the ethical challenges school leaders in Africa, and more specifically Kenya, encounter. This single case study investigated the nature of the ethical challenges that secondary school leaders face in conforming to the demands for ethical leadership and professionalism. It explores the perspectives of school leaders using semi-structured individual interviews: five school principals, 16 heads of department, five school boards of governors, and five school bursars, in five categories of secondary schools. The views and perspectives of nine parents on the leaders' ethical decision-making were also sought through interviews, because as stakeholders they are recipients of decisions made by the leaders. Drawing on a social constructivist theoretical framework and Eurocentric and Afrocentric paradigms for analysis and interpretation, the study revealed that the school leaders' ethical problems emanated from dealing with the realities of the context which creates conflicting demands for ethical conduct. A critical analysis of these themes using Foucauldian concepts of subjectification, power and governmentality illustrated that school leaders' ethical challenges were intensified because of their forced accommodation to Euro-western global policies. These policies, in particular the Structural Adjustment Programmes policy, the Education For All policy and the Good Governance Agenda are geared towards attaining the utopian dream of development. In view of this goal, the Kenyan state and school leaders are exposed to global interventions propagated on terms of discourses of improvement. The thesis argues that ethical challenges are intensified and persist because school leaders and the State have failed to critically reflect on these external influences, and allowed international global bodies to define the nation's needs, values and destiny. This study recommends that the State and education policy makers need to take a lead in developing their own value systems and policies, taking into account local Kenyan contextual needs and giving greater valence to Afrocentric values.</p>

scholarly journals Ethical Leadership Practices and Trust Among Public School Leaders in Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 174
Author(s):  
Sharmini Siva Vikaraman ◽  
Azlin Norhaini Mansor ◽  
Mohamed Yusoff Mohd Nor ◽  
Bity Salwana Alias ◽  
Vasanthan Gurusamy
Keyword(s):  
Public School ◽  
School Leadership ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Structured Interview ◽  
School Teachers ◽  
School Leadership Practices ◽  
Trust In Leader

Abstract: Integrating values in managing a school is crucial to balance the role of school leaders as leaders and managers under one roof. This study highlights the practice of ethical leadership (branch of value-based leadership) based on seven dimensions. Using a mixed method (QUAN-qual) approach, this study i) identifies the level of principal’s ethical leadership practices and trust in leader as perceived by primary and secondary school teachers of Malaysia, ii) explores the relationship between both variables and classifies accordingly the subconstructs of ethical leadership practices that significantly contribute to developing trust in their leaders, iii) ascertain the understanding and practices of ethical leadership style among the principals as perceived by the principals themselves. The quantitative data were collected via Ethical Leadership at Workplace (ELW) and Trust in Leader (TL) questionnaire. A total of 438 public school teachers nationwide responded to the questionnaire. Data were analyzed using descriptive and inferential statistical method. The findings show that principals throughout the country practiced high ethical leadership. The level of teacher's trust in principals was also high. The inference analysis found very strong significant relationship between ethical leadership and teachers' trust on their principals. A semi-structured interview with three school principals was conducted to collect the qualitative data revealed that the Malaysian principals lacked the understanding of ethical leadership style, nevertheless practiced several dimensions of ethical leadership in their school administration. The study suggests ethical leadership to be integrated into current school leadership practices to further understand its impact. Keywords: Ethical leadership, School Leadership, Trust in Leader, Value-based Leadership

Ethische Führung – Gütekriterien einer deutschen Adaptation der Ethical Leadership Scale (ELS-D) von

2009 ◽  
Vol 53 (2) ◽  
pp. 57-69 ◽  
Author(s):  
Jens Rowold ◽  
Lars Borgmann ◽  
Kathrin Heinitz
Keyword(s):  
Ethical Leadership ◽  
Laissez Faire ◽  
Ethical Leadership Scale

Ziel des vorliegenden Beitrages ist, die Gütekriterien eines Instruments zur Erfassung von ethischer Führung zu überprüfen. Ausgangspunkt war die Übersetzung der Ethical Leadership Scale von Brown, Trevino und Harrison (2005) ins Deutsche (ELS-D). Anschließend wurde anhand dreier Stichproben (N1 = 100, N2 = 119, N3 = 507) die faktorielle Binnenstruktur des Instrumentes überprüft. Es ergaben sich zwei Faktoren (ethische Mitarbeiterführung und ethisches Rollenmodell). Es zeigten sich konvergente Validitäten zwischen den Skalen ethischer Führung und transformationaler, transaktionaler, mitarbeiter- und aufgabenorientierter Führung (positive Korrelationen) sowie Laissez-faire (negative Korrelation). Demgegenüber waren die Skalen ethischer Führung erwartungskonform überwiegend unabhängig vom Alter der geführten Mitarbeiter und vom Geschlecht der Führungskraft. Hohe Zusammenhänge zwischen ethischer Führung und der Arbeitszufriedenheit sowie dem Commitment der Mitarbeiter werden als Belege für die Konstruktvalidität gewertet. Die interne Konsistenz der ELS-D-Skalen war in allen drei empirischen Studien gut. Insgesamt steht mit der hier vorgestellten deutschen Adaptation der ELS ein ökonomisches Instrument mit ansprechenden Gütekriterien für den Einsatz bereit.

The Emergence and Maintenance of Ethical Leadership in Organizations

2012 ◽  
Vol 11 (1) ◽  
pp. 7-19 ◽  
Author(s):  
Silke Astrid Eisenbeiß ◽  
Steffen R. Giessner
Keyword(s):  
Cultural Values ◽  
Ethical Leadership ◽  
Leadership Behavior ◽  
Peer Group ◽  
Organizational Characteristics ◽  
Future Research ◽  
Environmental Complexity ◽  
Group Influence ◽  
Analysis Society ◽  
Different Levels

The present paper gives a review of empirical research on ethical leadership and shows that still little is known known about the contextual antecedents of ethical leadership. To address this important issue, a conceptual framework is developed that analyzes the embeddedness of organizational ethical leadership. This framework identifies manifest and latent contextual factors on three different levels of analysis – society, industry, and organization – which can affect the development and maintenance of ethical leadership. In particular, propositions are offered about how (1) societal characteristics, notably the implementation and the spirit of human rights in a society and societal cultural values of responsibility, justice, humanity, and transparency; (2) industry characteristics such as environmental complexity, the content of the organizational mandate, and the interests of stakeholder networks; and (3) intra-organizational characteristics, including the organizational ethical infrastructure and the ethical leadership behavior of a leader’s peer group, influence the development and maintenance of ethical leadership in organizations. This list of factors is not exhaustive, but illustrates how the three levels may impact ethical leadership. Implications for managerial practice and future research are discussed.

Supervisors' Use of Impression Management and Ethical Leadership

2011 ◽  
Author(s):  
K. Michele Kacmar ◽  
Dawn S. Carlson ◽  
Kenneth J. Harris
Keyword(s):  
Impression Management ◽  
Ethical Leadership
Sign in / Sign up

Export Citation Format

Share Document