“A general definition of ethics fits
within a branch of philosophy that involves the systematization of moral
principles and the resulting rules of behavior and conduct that are adopted by
individuals, groups, and society” (Landre, 2019, p. 1) An ethical leader makes
it point to use moral principles when making a professional decision, guided by
fairness, values the rights of others, and clearly articulates expectations.
The four main characteristics of an ethical leadership include: honesty,
respect, justice, and integrity. Ethical leadership allows administrators to
inspire, lead, and motivate staff to reach their fullest potential. They also
influence the workplace culture by creating a successful environment for staff,
teachers, and students. “The administrator should promote the success of all
students by acting with integrity and fairness, and in an ethical manner,
through knowledge, disposition, and performance” (Landre, 2019, p. 1). Ethical
leadership models respect to the staff, teachers, and students by actively
listening, value any contributions, and acknowledge any concerns. This type of
administration provides a safe environment where every member of the school
community contributes to the success of the school. “Ethical issues concern all
stakeholders in relation to how they fulfill their responsibilities not only in
the schools and school districts but also within their own private lives. With
the widespread use of social media, educators—more specifically administrators—are
held to a higher moral and ethical standard than the average citizen” (Landre,
2019, p. 1). That is why it is important for administrators to be a leader with
integrity in all aspects of their lives. Ethical leaders must stand up for what
is right and have humility to admit when they are wrong. This helps establish a
positive and compassionate environment with productive relationships with
staff, teachers and students.
Reference.
Landre, R. (2019). Ethics in education, from a philosophical perspective. Multicultural Education, 27(1), 57–58.
