The Ethics of Educational Leadership

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2000-06-15
  • Publisher: Pearson
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This book looks at ethics in educational administration from a practical perspective-viewing significant ethical issues in building and central office administration-and organizes the content to address the requirements of ISLLC Standard Five. The presentation begins with a treatment of personal ethical development, moves to the practice of educational leadership, continues with the issues of pluralism, and concludes with an ethical orientation self-assessment instrument. Writings of major philosophers and important ethical public documents are used as touchstones upon which ethical analysis is developed, while case studies offer readers the opportunity to see how theory is put into practice. Some of the selected readings include contributions from Jean-Paul Sartre, Immanuel Kant, Aristotle, Juuml;rgen Habermas, John Stuart Mill, Edith Stein, Simone de Beauvoir, and John Rawls. For professionals in human resource administration and other management level positions.

Table of Contents

Part One The Ethical Administrator
The Purpose and Structure of the Book
Developing a Personal Approach to Ethics
The Ethics of Power and Duty in Educational Leadership
Part Two The Ethical Practice of Educational Leadership
Ethical Considerations in Leadership at the School-District Level
Ethical Considerations in School-Building Leadership
Part Three Equity and Educational Leadership
The Issue of Gender and Educational Leadership
Pluralism, Justice, Discourse Ethics, and Educational Leadership
Epilogue 271(6)
Appendix: Ethical Orientation Self-Test 277


PREFACE No issue has captured the interest and imagination of the American public more than the subject of ethics, particularly in relation to leadership in the public sector. Further, ethical issues in education now concern not only the conduct of administrators, teachers, and staff members in relation to how they fulfill their responsibilities in schools and school districts, but also the ethics of their private lives. The public makes little distinction between the arenas in which educational leaders deal with ethical situations. People are concerned with the ethical fiber of superintendents, principals, and other administrators regardless of the situations in which they perform an action. They are public figures and as such are expected to be role models for students, other educators, and the public in general. In treating the subject of ethics as it relates to educational leadership, the material and argumentation in this text are organized so that they support Standard Five of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. This standard is concerned with the ethics of school leadership. The works of important philosophers provide the basis for the development of the ethical principles presented in this book. Equally important is the methodology that these philosophers used in arriving at ethical insights. The lasting benefit to students of educational-leadership ethics is understanding their method of analysis. Two philosophers from the classical period are presented, along with six from the modern period and fifteen from the contemporary period. These philosophers were chosen because their ideas and concepts are relevant to the American ethos and to the practice of educational leadership. The Ethics of Educational Leadershipshould be of interest to three groups of people: professors of educational leadership who have the instructional responsibility of teaching courses in ethics; practicing central-office and school-building administrators who want to become more familiar with the field of ethics; and members of the general public who have an interest in how ethics relates to educational leadership. The book is organized into five parts. Part One, "The Ethical Administrator," comprises Chapters 1 through 3 and is concerned with establishing the fundamental principles endemic to being an ethical person who is also an educational leader. Part Two, "The Ethical Practice of Educational Leadership," includes Chapters 4 and 5, which concentrate on the ethical practice of central-office and school-building administration. Part Three, "Equity and Educational Leadership," contains Chapters 6 and 7. These chapters deal with gender equity and how other kinds of equity issues can be addressed in a pluralistic society. In addition, this section discusses equity from the perspective of social justice and considers how public discourse can contribute to the development of educational administration policies. The Epilogue constitutes the fourth part of this book, and sets forth some final thoughts about ethics. Last is the Appendix, which contains a self-assessment instrument that will help the reader ascertain his or her understanding of ethical principles in relation to educational leadership activities. Several pedagogical features will help the reader understand the nuances of the material. Each chapter contains the following sections: "Other Philosophical Approaches to the Issues in This Chapter," "Crosswalk to ISLLC Standard Five" (except Chapter 1), "Ethical Considerations Presented in This Chapter," "Summary," "Discussion Questions and Statements," and "Selected Bibliography," as well as one or more case studies (except Chapter 1). Further, the text includes several excerpts from the writings of important philosophers and from documents that set forth principles that have an impact on ethical conduct. ACKNOWLEDGMENTS I am especially grateful for the support which I received from my wife, Sandy, my son, Ron, and daughter, Lisa, both of whom are teachers. I could not have completed this book without the encouragement and support of Debbie Stollenwerk, my editor at Merrill/Prentice Hall. Her insight helped me focus the book so that it better serves the needs of the academic community. Finally, I wish to thank the reviewers for their comments and suggestions: Clinton Collins, University of Kentucky; David A. Erlandson, Texas A&M University; Beverly Geltner, Eastern Michigan University; Robbe Lynn Henderson, California State University, Dominquez Hills; Larry W. Hughes, University of Houston; Stephen Jacobson, State University of New at Buffalo; and Spencer Maxcy, Louisiana State University.

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