Making the right choices: ethical judgments among educational leaders

Eyal, Ori; Berkovich, Izhak; Schwartz, T.

doi:10.1108/09578231111146470

Cited by 63 publications

(80 citation statements)

References 44 publications

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“…Quick and Normore (2004) noted some leaders may naturally and unconsciously prefer one ethic to another. Eyal, Berkovich, and Schwartz (2011) found that 52 participants in principal training programs in Israel were more likely to use the ethic of critique in their decision making. Leaders can correct a predominant reliance on one ethic by proactively seeking a balance (Quick & Normore, 2004).…”

Section: Review Of the Literaturementioning

confidence: 99%

The Ethic of Community and Incorporating Undocumented Immigrant Concerns Into Ethical School Leadership

Crawford

2017

Educational Administration Quarterly

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If Immigration and Customs Enforcement (ICE) takes place in a community near school property, maintaining a school environment conducive to learning can be difficult. This article examines (a) how a school leader and personnel perceived the impact that ICE activity in their community had on students and families and (b) whether school personnel incorporated community concerns in their response, and if they exhibited an "ethic of community." Research Methods/Approach: Data come from an embedded case study of 14 educators in a school that experienced ICE activity close to school grounds in 2008. Findings: The principal and other school personnel tried to minimize the impact that uncertainty over ICE's presence in the neighborhood could have on the school environment, and took steps to limit the short-term and longterm effects on the community. Personnel demonstrated that prioritizing relationships, dialogue, and collaboration with undocumented community members was central to their decision-making process. Implications

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Section: Review Of the Literaturementioning

confidence: 99%

The Ethic of Community and Incorporating Undocumented Immigrant Concerns Into Ethical School Leadership

Crawford

2017

Educational Administration Quarterly

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“…In our prior work, we developed an Ethical Perspectives Instrument (EPI) that explores ethical judgment indirectly, based on choosing between multiple ethical paradigms (Eyal et al, 2011; EPI form and SPSS syntaxes are available at www.izhakber.com/EPI). This instrument was used to explore the effects of an ethics academic course based on extended multiple ethical paradigms.…”

Section: Empirical Research On the Effectiveness Of Ethics Education mentioning

confidence: 99%

Ethics education in leadership development: Adopting multiple ethical paradigms

Berkovich¹,

Eyal²

2018

Educational Management Administration & Leadership

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Attitude development and identity formation in educational leadership are the goals of non-traditional, and in the 21st century also of neo-traditional, development initiatives. Ethics education emerges as one of the linchpins in neo-traditional and non-traditional development initiatives. Yet, despite considerable interest in ethics education in educational leadership development, ethics education has not been examined systematically, and empirical research on its effects is scarce. The present paper aims to address this lacuna by exploring the effects of ethics education based on extended multiple ethical paradigms in the context of an educational leadership programme. Moreover, the study follows a systematic longitudinal design, based on pre- and post-course measurements that used the Ethical Perspectives Instrument in six Israeli cohorts of educational administration graduate students ( n = 73). The findings indicate that ethics education has a limited effect on the student body as a whole, but when students were separated into those who did and did not change their dominant ethics, differences emerged. The results suggest that school leadership development focusing on attitude development and identity formation in general and on ethics education in particular lead to different outcomes.

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“…According to writers (see Eyal et al, 2011;Knapp and Feldman, 2012;Mintrop, 2012;Strike, 2007), it is important that leaders are able to find a balance in how they act upon competing priorities in schools. Yet what this balance looks like in practice is not commonly discussed nor likely to be the same in every context.…”

Section: Jea 532mentioning

confidence: 99%

The centrality of ethical leadership

Ehrich

Harris

Klenowski

et al. 2015

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -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.

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Making the right choices: ethical judgments among educational leaders

Cited by 63 publications

References 44 publications

The Ethic of Community and Incorporating Undocumented Immigrant Concerns Into Ethical School Leadership

The Ethic of Community and Incorporating Undocumented Immigrant Concerns Into Ethical School Leadership

Ethics education in leadership development: Adopting multiple ethical paradigms

The centrality of ethical leadership

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