Ethical Leadership for a Better Education System

Roberts, Carolyn

doi:10.4324/9781315146003

Cited by 4 publications

(6 citation statements)

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“…Weale 2018). Correspondingly, in particular in regards to students' behaviour management, some schools in England have begun to take what they describe as a "zero tolerance approach" to any infringements of school rules, whilst others have argued such approach, that refuses to allow for individual differences, is discriminating (see Roberts 2019).…”

Section: Policy Effects For Teacher and Student Participation In England And Germanymentioning

confidence: 99%

Handbuch Inklusion international / International Handbook of Inclusive Education

Florian

2021

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Global paradigm, national norms and local practices. The International Handbook of Inclusive Education combines theoretical approaches and myriad comparative perspectives on inclusive education considering its global diffusion. Its contributions provide comprehensive access to international discourses, comparative research results, and inspiring practices from diverse world regions—Europe, Africa, Asia, and North America—and emphasize the relevance of comparative studies.

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Section: Policy Effects For Teacher and Student Participation In England And Germanymentioning

confidence: 99%

Handbuch Inklusion international / International Handbook of Inclusive Education

Florian

2021

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“…The concept of ethical leadership requires a sophisticated balance between the integration of the values of principals and teachers with their professional behaviors. Therefore, educational leaders must analyze and estimate the impact of their actions and decisions (Roberts, 2019). With ethical leadership, leaders must foster ways that consistently involve learning and thinking about what is ethically correct, and what suits all stakeholders, in order to adapt ethical behaviors in a work environment (Branson & Gross, 2014).…”

Section: Introductionmentioning

confidence: 99%

Ethical Leadership Behaviors of School Principals from Teachers’ Perspectives in Hafr Al Batin

Aldawsari

2020

مجلة کلية التربية - جامعة الإسکندرية

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The purpose of this study is to highlight the significance of ethical leadership in educational institutions and explore the teachers' perception concerning the ethical leadership behaviors of school principals. This study is conducted with a quantitative approach using a survey method and was limited to (437) teachers who worked at public and private schools in Hafr Al Batin city in Saudi Arabia. The survey consisting of 36 items was used to investigate teachers' perceptions about their principals' ethical leadership behaviors. Data were analyzed using descriptive statistics, such as percentage, mean, and standard deviation. The results have shown that the level of ethical leadership, including justice, powersharing, clarity of roles, people orientation, integrity, and ethical guidance, is high at the significance level of α<0.05 from the teachers' perspective in Hafr Al Batin. The results are discussed, and the recommendations are made based upon the data analysis and conclusion.

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“…There are critiques of the language and organisation of the first edition (Orchard, 2002), discussion about how such sets of standards are created, taught and assessed in a number of different countries (Ingvarson, Anderson, Gronn & Jackson, 2006) and comments about what is lacking from the 2015 edition such as clearly started 'virtues' (Roberts, 2019). Roberts emphasises that the standards are the 'expectation that the state has' of Headteachers and notes that they contain 'buzzwords of the educational zeitgeist'.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Furthermore, there is a growing body of research on values-based leadership in education. As part of this body of research, there is also a consensus that values-led leadership has a pivotal role to play in education (Bottery, 1990;West, 1997;Haydon, 2007;Roberts, 2019;Day, Sammons & Gorgen, 2020). Some of this literature starts by unpicking different (recently favoured) approaches to school leadership to set the scene for a growing support for values-led leadership.…”

Section: Support For Values-led Leadership In the Literaturementioning

confidence: 99%

“…Since the report's publication, they have reached out to school leaders and governors to become 'pathfinders' and explore one of the paths (e.g., use their ethical audit). There has also been an increase in articles and books with titles that promote values-led and ethical leadership, for example, Roberts' 2019 'Ethical Leadership for a Better Education System' and Rees's 2018 'Wholesome Leadership', but as yet there appears to be a scarcity of research examining whether this kind of leadership can really have a place in our education system mindful of the tension with government agenda. There is also a scarcity of research into the impact of values-led leadership on a school.…”

Section: Introductionmentioning

confidence: 99%

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Values-Led Leadership in England’s Secondary Schools

Tasker

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This study explores values-led leadership in England’s Secondary schools. The research took place between 2021 and 2022 and focused on headteachers’ leadership. In the context of a growing headteacher recruitment and retention crisis, my working hypothesis from the outset was that establishing a place for values-led leadership was one way to address this crisis and that values-led leadership is an approach that will lead to greater success for all in schools. Consequentially the research questions were designed to explore the extent of a place for values-led leadership and to enable descriptions of the enactment and impact of values-led leadership in England’s Secondary schools. The approach taken through-out was informed by Layder’s (1998) adaptive theory. The adaptive theory approach led to a focus on studies that identified leaders who are driven by values rather than government directives/ agendas. I noted that the leaders in these studies were typically in higher performing schools. This led to the hypothesis that such schools are more conducive to values-led leadership. Other literature detailing successful leadership in keeping with a values-led approach, for example Hill et al.’s architect and work on the power of connective and distributive leadership (Harris, 2013; Armstrong et al., 2018), informed the research tools and data analysis. It also provided theory to adapt and develop. The study used a phased mixed methods approach. Firstly, a national survey of 30 headteachers. The survey data served to explore the place for values-led leadership in English schools and to identify two schools for the qualitative case study element. The case study element took place over a period of three months - data was collected about the leadership behaviours of two headteachers using semi-structured interviews with a range of staff. This data allowed me to add to and develop extant descriptions of values-led leadership and its impact in schools. A key finding of the study is that the ‘place’ for values-led leadership is influenced by the current accountability regimes (notably Ofsted). In this context, the study ends with descriptions of the positive impact of values-led leadership and an outline of a set of conditions needed for values-led leadership to thrive. I note that there is an incompatibility with the conditions needed for this approach to school leadership and the accountability measures in the early 2020s.

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Ethical Leadership for a Better Education System

Cited by 4 publications

References 0 publications

Handbuch Inklusion international / International Handbook of Inclusive Education

Handbuch Inklusion international / International Handbook of Inclusive Education

Ethical Leadership Behaviors of School Principals from Teachers’ Perspectives in Hafr Al Batin

Values-Led Leadership in England’s Secondary Schools

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