Pulling Back the Curtain on Moral Reasoning and Ethical Leadership Development for K–12 School Leaders

Abstract

Using the Defining Issues Test of moral reasoning, researchers gathered pre- and posttest data from educational leadership students ( N = 52) and confidence levels in enacting ethical school leadership, before and after completing a master’s degree program in educational leadership. On a 95-point scale, pretest, postconventional moral reasoning abilities were calculated at M = 33.57. Significantly higher posttest, postconventional moral reasoning ( M = 38.80) was determined. Respondent confidence levels in enacting ethical leadership also increased dramatically. Moral reasoning abilities measured far lower than would be expected compared with national norms of adults who had achieved similar levels of education in other professional areas.

Expanding the empirical study of virtual reality beyond empathy to compassion, moral reasoning, and moral foundations

“…The Kohlberg and Kramer’s (1969) theory of moral reasoning has been cited and supported in thousands of studies over the past 60 years and is still prevalent in literature today ( Gurley and Dagley, 2021 ; Villalba et al, 2021 ). Kohlberg extended Piaget’s (1932) theory by identifying six stages of moral reasoning capability.…”

Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19

“…Moral distress is related to, but distinct from the frameworks for and ethical reasoning and resolving ethical dilemmas in educational leadership that we have covered above. Studies of ethical dilemmas and reasoning tend to focus on the frequency and resolution of individual ethical dilemmas (see, e.g., Cranston et al, 2006 ; Dotger & Theoharis, 2008 ; Eyal et al., 2011 ; Gurley & Dagley, 2021 ; Norberg & Johansson, 2007 ). In contrast, moral distress research focuses on the emotional experience and consequences of these dilemmas and other moral challenges, which may range from transient discomfort to extreme stress.…”

Exploring Value-driven Leadership: Perspectives From School Leaders

“…Voluminous previous studies have been undertaken to understand and define ethical leadership in general (Begley, 2003; Branson et al, 2015; Gellermann et al, 1990; Kar, 2009). Yet, even within this growing knowledge base, there remains no single, agreed-upon definition of ethical educational leadership (Gurley & Dagley, 2020). For the purpose of this research, we adopted a comprehensive definition of ethical leadership, specifically for school leaders by Shapiro and Gross (2017, p. 23), who stated “An educational administrator needs to have knowledge of this growing field of ethical educational leadership.” This field encompasses values, virtues, decision making, and expects administrators to think rationally, empathetically, and comprehensively before making an important ethical decision that may affect faculty, staff, parents, and especially students (Shapiro & Gross, 2017).…”

“…Ethical leaders display characteristics such as openness, integrity, honesty, power sharing, fairness, ethical guidance, prudence, and moral principles (Bello, 2012; Kalshoven et al, 2011; Yukl et al, 2013). Additionally, ethical leadership is also dependent on the moral reasoning abilities of the school leader (Gurley & Dagley, 2020). Researchers uniformly agree school leaders must address and solve problems and make ethical decisions on a frequent basis (Begley, 2003; Drago-Severson et al, 2018; Mullen, 2017) on school functions such as curriculum design, financial resourcing, assessment of student achievement (Begley, 2003).…”

“…Researchers uniformly agree school leaders must address and solve problems and make ethical decisions on a frequent basis (Begley, 2003; Drago-Severson et al, 2018; Mullen, 2017) on school functions such as curriculum design, financial resourcing, assessment of student achievement (Begley, 2003). Thus, school leader’s personal values influence their ethical leadership behaviors and are worthy of intensive identification (Branson et al, 2015; Drago-Severson et al, 2018; Gurley & Dagley, 2020; Mullen, 2017).…”