Moral Profiles of Successful Urban School Principals

Hanhimäki, Eija

doi:10.1163/9789087906870_004

Cited by 4 publications

(5 citation statements)

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“…Principals constantly mentioned values and moral purpose in their narration. Similarly, teachers and a deacon reflected these concepts in their experiences with their principals and in school life (Hanhimäki & Tirri, 2008;Hanhimäki, 2008b;Hanhimäki & Tirri, 2009;Hanhimäki, 2008a).…”

Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

“…According to Sockett (1993, ix, 9), Hoyle (1980) stated that when the aim is in "the quality of a person's professional practice", which is judged by professional standards, it is a question of professionalism. According to previous Finnish studies, the basis for educational leaders' and teachers' moral professionalism and professional ethics is their values (Husu & Tirri, 2007;Tirri & Husu, 2006;Hanhimäki & Tirri, 2008;. Hence, moral professionalism can be defined as the quality of educators' professional practices (Sockett, 1993), which are judged by professional standards and codes of ethics, and become evident in educators' moral practices and roles in the everyday life of schools (Hanhimäki, 2011).…”

Section: Presentation Of Constituents and Principles Of School Organi...mentioning

confidence: 99%

“…Hanhimäki (2011) investigated educators' moral professionalism in challenging urban Finnish schools. The main research themes in the original articles considered moral leadership, teachers' ethical sensitivity in critical incidents, and cooperation in moral education between school and church (Hanhimäki & Tirri, 2008;Hanhimäki, 2008b;Hanhimäki & Tirri, 2009;Hanhimäki, 2008a). The term educator refers to all educators working within the school: principals, teachers and a deacon in the context of four urban schools (Hanhimäki 2011).…”

Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

“…The main purpose of the project was to explore principals and their successful leadership in challenging urban schools. Two of the four published articles were about principals, their moral roles and profiles in challenging urban Finnish schools (Hanhimäki & Tirri, 2008;Hanhimäki, 2008b). In addition, principals and their moral leadership were considered in other original articles (Hanhimäki & Tirri, 2009;Hanhimäki, 2008a).…”

Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

See 3 more Smart Citations

The Cultural and Social Foundations of Ethical Educational Leadership in Finland

Hanhimäki

Risku

2021

The Cultural and Social Foundations of Educational Leadership

Self Cite

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This chapter provides the Finnish scope on cultural and social foundations of ethical educational leadership. Finland is often seen as an outlier. Predominant transnational trends are recognized but they tend to reach Finland with a delay and manifest themselves somewhat differently from the mainstream. There are contextual reasons for the deviance. We will present these focusing on how cultural and social aspects have been evolving in Finland. Furthermore, we will analyse the constituents, organisation and responsibilities embedded in the Finnish education system. This analysis makes use of contemporary education policy documents including legislation and other regulations, curricula, and trade union ethical recommendations for educational leaders as well as of research on them. In the analysis, we illustrate values and general ethical principles behind educational leadership practices in Finland. In addition, we describe recent empirical results on how educational leaders define moral professionalism as a part of their educational leadership competences and professional development plans. As a conclusion, we provide a characterization of the concept of educational leadership as it is understood in the culture of Finland and by Finnish educators. These are based on the analyses for the present study supported with other relevant contemporary research.

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Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

Section: Presentation Of Constituents and Principles Of School Organi...mentioning

confidence: 99%

Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

Section: Illustration Of Values and Great Principles Of Justice On Wh...mentioning

confidence: 99%

See 2 more Smart Citations

The Cultural and Social Foundations of Ethical Educational Leadership in Finland

Hanhimäki

Risku

2021

The Cultural and Social Foundations of Educational Leadership

Self Cite

View full text Add to dashboard Cite

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“…Drysdale and Gurr (2017) discuss a moral compass that covers empathy, a balance between collective and individual care, and giving a central position to people. High moral values and ethical sensitivity are paramount in challenging school contexts (Hanhimäki and Tirri 2008). It is important to look after the members of the school community and prioritize the wellbeing and coping of the people working there when guiding them through an unexpected situation (Beauchamp et al, 2021; Thornton, 2021).…”

Section: Introductionmentioning

confidence: 99%

Leading schools during the COVID-19 school closures in Estonia and Finland

Ahtiainen

Eisenschmidt

Heikonen

et al. 2022

European Educational Research Journal

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We examined practices and experiences of leadership during the COVID-19 school closures in 2020 by analyzing Estonian ( N = 219) and Finnish ( N = 775) school leaders’ responses to open-ended questions in an electronic survey. In the analysis we used five categories drawn from the data: Making decisions, Re-organizing schoolwork, Communication, Giving support, and Self. The findings show leaders stressing especially the themes of within school communication and giving support both at emotional-level and in the use of technology in teaching. The findings signal a leadership approach composed of care and empathy. Moreover, within the category Self, the leader’s ability to lead themselves and manage stress were extensively brought out. We provide four messages reflecting leadership during times of both turbulence and tranquility. For example, a leader’s knowledge about pedagogy prepares the ground for meaningful reorganization of teaching and learning. Also, attention should be paid to locally established structures for collaboration across schools as they support leaders’ work.

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Moral Professionalism in the Context of Educational Leadership

Hanhimäki

2023

Educational Governance Research

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This chapter aims to investigate moral professionalism in the context of educational leadership. Many researchers have investigated school administration ethics and ethical educational leadership based on case studies. However, the moral, ethical and nonrational aspects have been omitted from the discussion, even if they are present in school policies and practices. This chapter includes an analysis of data gathered as narratives in a study of educational leaders and teachers (N = 82) who participated in two educational leadership training programmes from 2019 to 2021 at one Finnish university. Based on the results, the kinds of ethical dilemmas the educational leaders encountered and how they worked as moral professionals were identified. The results showed that the main parties, in both ethically easy and ethically difficult dilemmas, were staff members. In the ethically easy dilemmas, the main theme concerning staff was interactions and conflicts; in the ethically difficult dilemmas, it was work arrangements. The most frequently mentioned principles and values in the ethical dilemmas were fairness, justice, equality, the child’s interest and well-being.

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Moral Profiles of Successful Urban School Principals

Cited by 4 publications

References 0 publications

The Cultural and Social Foundations of Ethical Educational Leadership in Finland

The Cultural and Social Foundations of Ethical Educational Leadership in Finland

Leading schools during the COVID-19 school closures in Estonia and Finland

Moral Professionalism in the Context of Educational Leadership

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