Education Leaderships’ Perceptions of Faculty Ethical Decision Making

Randall L. Tobias Center for Leadership Excellence at Indiana University
Dr. Cheryl Burleigh
Presentation Date: 
Friday, April 21, 2017
Event or Conference: 
2017 LEAD Conference
Presentation Type: 
Discussion Panel Participant
Boyer's Domain: 
Presentation Attachment(s): 
Presentation Location: 
The Alexander Hotel
333 S Delaware St
Indianapolis, IN 46204
United States
International current events are bringing to the forefront the topics of ethics and ethical decision making. Within universities, the teaching of ethics to students pursuing the field of education as a profession is required. Campbell (2003) explored topics of ethics within the teaching profession; of interest, creating a culture and applied knowledge of ethics within the classroom. Other pertinent research focused on professional codes of ethics existing in other countries. The Finnish teachers’ ethical sensitivity (Kuusisto, Tirri, & Rissanen, 2012) study examined teacher’s perceived ethical sensitivity based on training, reflection, years within the profession, and competence. In the US, a universal professional code of ethics for educators does not currently exist. Campbell (2003, 2008) noted the teaching profession demands attention of the intangibles, those of morality and ethics. Those intangibles can be exhibited in the tone of a teacher’s voice, how assignments are evaluated, and the way the educator conducts oneself within the school community (Campbell, 2003). Emerging research has demonstrated the benefits of evaluating school climate as an aspect of keeping schools safe. The research had focused on the direct relationship of student and teacher interactions via an ethical climate and principles inclusive of trust and motivation (Schulte et al., 2002; Demir & Karakus, 2015). However, specific research on education leaderships’ observations and perceptions if an ethical climate exists has not been fully examined. Hannah et al (2008) and Avolio et al (2009) encouraged those in positions of leadership to examine current approaches of decision making, evolve to go beyond expectations, and welcome the challenges of meeting the demands of their school communities. Thus, empirical research and the impact of the observations and perceptions of education leadership on the ethical climate of school sites was needed to help fully understand the role and relationship of education leaders to faculty. References Avolio, B.J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current events theories, research, and future directions. Annual Review of Psychology, 60, 421-449. Campbell, E. (2003). The ethical teacher. Maidenhead, PA: Open University Press. Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357-385. Demir, S., & Karakus, M. (2015). The Relationship between ethical climate and trust and motivation Levels of teachers and students. Educational Administration: Theory and Practice. 21(2), 183-212. Hannah, S. T., Avolio, B. J., Luthans, F., & Harms, P. (2008). Leadership efficacy: Review and future directions. The Leadership Quarterly, 19(Yearly Review of Leadership), 669-692. Kuusisto, E., Tirri, K., & Rissanen, I. (2012). Finnish teachers’ ethical sensitivity. Education Research International, 2012, 1-10. Schulte, L. E., Thompson, F., Talbott, J., Luther, A., Garcia, M., Blanchard, S., & ... Mueller, M. (2002). The Development and Validation of the Ethical Climate Index for Middle and High Schools. The School Community Journal, 12(2), 117-132.