Ethical Leadership

Leadership in Education
MPF 1523
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 Definition & Theory
• Ethics
– Is a derivative of the Greek word ethos, meaning
customs, conduct, or character
– Is concerned with the kinds of values and morals an
individual or society ascribes as desirable or
appropriate
– Focuses on the virtuousness of individuals and their
motives

• Ethical Theory
– Provides a system of rules or principles as a guide in
making decisions about what is right/wrong and
good/bad in a specific situation
– Provides a basis for understanding what it means to be
a morally decent human being
 Defining Ethics
• Ethics is not a compliance issue
• Ethical behavior cannot be legislated
• Ethical leadership is about:
Organizational vision and integrity
Building a base for sustainability
Defining expected organizational
behavior
Protection of organizational
capacity to execute
Ethics
• The behavioral “norms” that are
developed to guide an organizations
operational and strategic decision
making and which should be aligned
to organizational values.
• The behavioral “norms” that are
developed to guide an organizations
operational and strategic decision
making.
 Ethics & Leadership
• Has to do with what leaders do and who
leaders are
• It is concerned with the nature of the
leaders’ behavior and their virtuousness
• In any decision-making situation, ethical
issues are either implicitly or explicitly
involved
• What choices leaders make and how they
respond in a particular circumstance are
informed and directed by their ethics
• Etika adalah asas kepercayaan, tanggapan,
prinsip dan nilai yang secara logiknya amat
dinamik dalam pembentukan sahsiah diri
dalam kehidupan.

• Kepimpinan berkait dengan aktiviti moral

yang terkandung dalam sesuatu tingkah
laku; dalam usaha membabitkan prinsip,
kepercayaan, tanggapan dan nilai dalam
seorang pemimpin yang ada dalam sistem
etika itu sendiri.
~Starratt(2004)
- Ethical Leadership.
Ethical Theories
• Two Broad Domains: Theories about
leaders’ conduct and about leaders’
character
 CONDUCT
• Teleological Theories: focus on
consequences of leaders’ actions, results
• Three different approaches to making
decisions regarding moral conduct -

– Ethical egoism (create greatest good for the

leader)
• Closely related to transactional leadership
theories
• Example: leader takes a political stand on
an issue for no other reason than to get re-
elected
 CONDUCT
• Teleological Theories, cont’d.
• Three different approaches to making decisions regarding
moral conduct -

– Utilitarianism (create greatest good for

greatest number)
• Example: leader distributes scarce resources so as
to maximize benefit to everyone, while hurting the
fewest; preventive healthcare vs. catastrophic
illnesses
– Altruism (show concern for best interests of
others)
• Authentic transformational leadership is based on
altruistic principles
– Example: the work of Mother Theresa, who gave
her entire life to help the poor
 CONDUCT
• Deontological Theories: duty driven, for
example, relates not only to
consequences but also to whether action
itself is good

– Focuses on the actions of the leader and

his/her moral obligation and responsibilities to
do the right thing
• Example: telling the truth, keeping
promises, being fair
 CHARACTER
• Virtue-based Theories: about
leader’s character
– Focus on who people are as people
• Rather than tell people what to do, tell
people what to be
• Help people become more virtuous through
training and development
• Virtues present within person’s disposition,
and practice makes good values habitual
– Examples: courage, honesty, fairness, justice,
integrity, humility
Centrality of Ethics to Leadership
• Influence dimension of leadership
requires the leader to have an impact on
the lives of followers
• Power and control differences create
enormous ethical responsibility for
leader’s
• Respect for persons – sensitive to
followers’ own interests, and needs
• Leaders help to establish and reinforce
organizational values – an ethical climate
Diverse Perspectives of Leadership
• Heifetz’s Perspective
• Emphasizes how leaders help followers to confront
conflicting values & to effect change from conflict
– Ethical perspective that speaks directly to –
• Values of workers
• Values of organizations and the communities
in which they work
– Leaders use authority to mobilize followers to
• Get people focused on issues
• Act as a reality test regarding information
• Manage and frame issues
• Orchestrate conflicting perspectives
• Facilitate the decision-making process
 Heifetz’s Perspective
• Emphasizes how, cont’d.
– Leaders use authority to mobilize
followers to
• Get people focused on issues
• Act as a reality test regarding information
• Manage and frame issues
• Orchestrate conflicting perspectives
• Facilitate the decision-making process
– Leader provides a holding environment,
a supportive context in which there is –
• Trust, nurturance & empathy
– Leaders duties –
• Assist the follower in struggling with
change and personal growth
 Greenleaf’s Perspective
• Servant Leadership – has strong
altruistic ethical overtones
• Leaders –
– focus on & attentive to needs of
followers
– empathize with followers
– take care of and nurture followers
 Greenleaf’s Perspective
• Leader has a social responsibility to
be concerned with “have-nots” in
the organization and:
– Remove inequalities & social injustices
– Uses less institutional power
– Uses less control
– Shifts authority to followers
 Greenleaf’s Perspective
• Servant Leadership Values:
– Involvement
– Respect
– Trust
– Individual strength

• Follower Needs
– Become more knowledgeable
– More autonomous
– Become more like servants
• Etika adalah asas kepercayaan, tanggapan,
prinsip dan nilai yang secara logiknya amat
dinamik dalam pembentukan sahsiah diri
dalam kehidupan.

• Kepimpinan berkait dengan aktiviti moral

yang terkandung dalam sesuatu tingkah
laku; dalam usaha membabitkan prinsip,
kepercayaan, tanggapan dan nilai dalam
seorang pemimpin yang ada dalam sistem
etika itu sendiri.
~Starratt(2004)
- Ethical Leadership.
• Etika sebagai kepercayaan peribadi seseorang
bahawa sebarang tingkah laku, perbuatan, dan
keputusan itu betul atau salah.
• Dari pandangan umum, perbuatan yang tidak
beretika adalah tingkahlaku yang tidak selari
dengan norma masyarakat.
• Pelbagai pengalaman dalam kehidupan
membentuk pandangan individu dan manusia
dalam kepercayaan etika dan tingkahlaku
dalam proses kedewasaan. (spt : alam
persekolahan, ibu bapa, rakan-rakan)
• Nilai dan moral menyumbang pada standard
etika.
(-
 Values
• foundations of ethics and reflect
individual and societal backgrounds
therefore as the world “integrates”
more developing an agreed set of
organizational values becomes a
greater challenge
 Ethical Leadership
• The responsibility to set the example
around organizational behavior
(things need managing but people
need leadership)
Northouse’s Ethical Leadership Model
Northouse’s Principles of Ethical Leadership
 Ethics - is central to leadership because
of:
– The process of influence
– The need to engage followers to
accomplish mutual goals
– The impact leaders have on
establishing the organization’s
values
Principles of Ethical Leadership
Treating others as ends (their own goals)
rather than as means (to leaders’ personal
goals) • Leader shall:
– Treat other people’s
Respects values and decisions
Others with respect
– Allow others to be
Leader behaviors: themselves with
- Listens closely to creative wants and
subordinates desires
- Is empathic – Approach others with a
- Is tolerant of sense of unconditional
opposing viewpoints worth and value
individual differences
Principles of Ethical Leadership
• Follower-centered - Based on the
altruistic principle of placing followers
foremost in the leader’s plans
Leader’s have -
Serves
– A duty to help others pursue their own
Others legitimate interests and goals
– To be stewards of the organization’s
Leader behaviors vision; in serving others they: clarify,
nurture, and integrate the vision with,
• Mentoring behaviors not for, organization members
• Empowerment – An ethical responsibility to make
behaviors decisions that are beneficial to their
followers’ welfare
• Team building
behaviors
• Citizenship behaviors
Principles of Ethical Leadership
• Ethical leaders are concerned with issues
of fairness and justice; they place issues
of fairness at the center of their decision
making
Leader’s shall –
– adhere to principles of
distributive justice
Shows
Justice Leader behaviors
• All subordinates are treated
in an equal manner
• In special treatment/special
consideration situations,
grounds for differential
treatment are clear,
reasonable, and based on
sound moral values
Principles of Ethical Leadership
• Honest leaders are authentic but also
sensitive to the feelings and attitudes of
others
Leader behaviors
Manifests – Don’t promise what you can’t deliver
Honesty – Don’t suppress obligations
– Don’t evade accountability
 Leaders: – Don’t accept “survival of the fittest”
– Are not deceptive pressures
– Tell the truth with a – Acknowledge and reward honest
balance of openness and behavior in the organization
candor while monitoring
what is appropriate to
disclose in a particular
situation
Principles of Ethical Leadership
Concern for common good means leaders
cannot impose their will on others; they
search for goals that are compatible with
everyone.
Builds Ethical Leaders &
Community Followers
 take into account purposes of
Leader behaviors everyone in the group, and
– Takes into account purposes of  reach out beyond their own
mutually defined goals to wider
everyone in the group community
– Is attentive to interests of the
community and culture
– Does not force others or ignore
intentions of others
 Introducing Robert J. Starratt
• Robert J. (Jerry) Starratt is the Professor
and Chair, Educational Administration &
Higher Education, Lynch School of
Education, Boston College.
• Ed.D., University of Illinois
• EXPERTISE/INTERESTS
• School renewal in Catholic school systems; instructional
supervision; building learning environments in
schools; ethical leadership; the moral character of
teaching and learning; human resource
development; philosophy of education.
 Starrat’s idea of ethical leadership
• Ethical leadership—the mental
construct—challenges one to live,
and work, as a moral leader.
• Moral leadership—the enacted
process—honors personal integrity
and responds to the needs of others
in promoting justice as well as
preventing harm.
• In sum, ethical leadership as
conceptual structure engenders
moral leadership as practical action.
Three conceptual components frame the idea of
ethical leadership
• Constructs an ethical framework for moral
leadership in terminology to which
harried leaders, habituated to the
language of quick-fix professional
literature, might be unaccustomed
• In essence, the building blocks in crafting
a strategy for change, both personal and
institutional involved:
(a) responsibility,
(b) authenticity, and
(c) presence
 Authentic
• Authentic leadership is centrally
concerned with ethics and morality
and with deciding what is significant,
what is right and what is worthwhile.
• authentic leadership is on "elevating
leaders' moral reasoning" (Terry,
1993:46) which is central to Burns'
(1978) seminal distinction between
leadership that is transactional and
that which is transformational.
 Burns’ statement about authentic
"occurs when one or more persons engage
with others in such a way that leaders and
followers raise one another to higher
levels of motivation and morality [and it]
ultimately becomes moral in that it raises
the level of human conduct and ethical
aspiration of both leader and led, and
thus it has a transforming effect on
both." In this regard, leadership is “an
authentic influence relationship”.
(Duignan, 2007)
 Authentic Leaders
• authentic educational leaders are
educative and engage with key
educational stakeholders in ways
that infuse educational practice with
higher purpose and meaning.
• Authentic educative leaders pay
close attention to the quality of
teaching and students’ learning.
 Authentic Leaders
• They help create the conditions within which
teachers and students take substantial
responsibility for the quality of their own
teaching and learning. They are, primarily,
educative in their intentions and outcomes.
• Authentic educative leaders bring their deepest
principles, beliefs, values and convictions to
their work. The ethics of authenticity is
foundational to such leadership as it points
these leaders toward a more self-responsible
form of relationships and leadership.
• Authentic educative leaders act with the good of
others (e.g. students, teachers, parents) as a
primary reference
 Authentic Leaders
• Authentic educative leaders with a deep sense of
personal an professional responsibility for what
is happening to the other.
• In the school setting, this ethic of responsibility
needs to be focused, primarily, on the core
values (e.g., respect for the dignity and worth of
others); the core people (teachers and students);
and the core business (authentic learning).
• When any of these core elements is violated,
then authentic educative leaders will feel
responsible for taking action to improve the
situation.
 Authentic Educative Leaders
• Authentic educative leaders challenge
others to participate in a visionary
dialogue of identifying in curriculum,
teaching and learning (especially
pedagogy) what is worthwhile, what is
worth doing (moral purpose) and
preferred ways of doing and acting
together.
• They encourage all who are engaged in
the educational enterprise to commit
themselves to quality professional
practices that are, by their nature,
reflective and educative.
 Authentic Educative Leaders
• Authentic educative leaders are well
aware that reflective teaching is the
key to quality improvement in
teaching and learning.
• They encourage teachers to reflect
on the quality and effectiveness of
their teaching and they provide them
with opportunities for such reflection
(e.g., ‘free’ time in the timetable).
 Authentic Educative Leaders
• They also support teachers in
bringing about change and
innovation, especially through the
development of teams for creative
and novel teaching approaches, and
they provide resources to enhance
collaborative planning for teaching
and learning processes and
practices.
 Authentic Educative Leaders
• Authentic educative leaders
promote, support and celebrate the
collaborative efforts of staff and
others whose performances reflect,
in positive ways, activities that are
valued in their school’s culture, for
example, reflective teaching and
authentic learning and teaching
processes. (Starratt, 2004)
 Authentic Learning
• Authentic learning, like authentic
leadership, is, essentially, a moral
activity because it engages students
in a deeper understanding of their
learning, its relationship to the
trajectory of their lives, and how this
learning can best help them
contribute to the greater good of
their community and society.
 Authentic Learning
• Authentic learning is not only about
taking and processing new
knowledge and skills for oneself but
is also about giving of one’s unique
humanity to others and to the
community. It involves making a
difference in the lives of all those we
touch.
 Starrat’s ideas of authentic learning
The key conditions necessary for authentic learning include the
need for students to develop:
• 1.
personal meaning through their learning
(students must be able to connect their learning
to the personal circumstances of their lives and
give them hope for a better future);
• 2. greater awareness of relationships between
the self and the subject/object of study
(information and knowledge must be
personalised to be useful and this process can
generate greater self belief and confidence);
• 3. respect for the integrity of the subject/object of
study (the subject matter is sacred in that it
equips them with tools for living and for life);
• 4. more fully as human beings (be transformed
into fully functioning human beings).
 Starratt’s ideas of authentic educative leaders
• He points out that while authentic educational leaders desire and
support authentic learning opportunities and experiences for
students in their schools, too frequently, many students are
subjected to inauthentic learning, which, he suggests, is
characterized by:
• 1. impersonal appropriation of information by students;
• 2. learners who are disconnected from the subject/object of
study;
• 3. little or no concern from teachers or students for or with the
integrity of the subject/object of study;
• 4. undue concern for right answers to the teacher’s questions in
order to get a passing grade (or job);
• 5. superficial performance based on formulaic understanding of
the subject/object of study; and
• 6. individual students left fundamentally unchanged as human
beings.
 Responsibility
• educational leaders feel deeply
responsible for the authenticity of
the learning for students in their
schools.
• They name, challenge and change, if
at all possible, inauthentic learning
processes (e.g. teachers teaching
primarily to tests).
 Responsibility
• Responsible educational leaders ensure that due
deliberation is given to the circumstances,
values and processes involved in creating the
conditions for authentic learning, as well as
listening to and caring for the persons making
the decisions related to this learning.
• Responsible leaders have the courage of their
convictions and stand up for what is ethically
and morally ‘right,’ especially with regard to the
ways in which teachers and students are
engaging with learning content and processes.
• They get directly involved with, and are present
for, others in the teaching/learning environment
Nilaian murni (13 klien utama organisasi)
Educational leaders’ responsibilities model by Starrat (2004)

Responsibilities as:
• As a human being / sebagai manusia.
• As an educator / sebagai pendidik
• As an educational administrator / sebagai pentadbir pendidikan
• As an educational leader / sebagai pemimpin pendidikan
• As a citizen-administrator / sebagai pentadbir masyarakat

Responsibilities to
• To students / kepada pelajar
• To teachers and support staff / kepadq guru dan pelajar
• To parents / kepada ibu bapa
• To education district officials / kepada pegawai PPD
• To national and state governing agencies / kepada KPM dan JPN.

Responsibilities for
• For creating and sustaining authentic working relationships with
stakeholders
• For creating and sustaining a healthy organizational environment for
teaching and learning for students and teachers
• For creating and sustaining a healthy environment for the learning and
practice of civic virtue for all students and teachers.
As a human being/ Sebagai manusia
• Give support/ Memberi pertolongan
kpd org lain.
• Assess student’s weaknesses/
mengenal pasti akan kelemahan
pelajar yg dtg dpd masykt pelbagai.
• Change students’ attitudes/
Mengubah nasib pelajar agar
menjadi modal insan yg lebih baik.
• Sosializingstudents/Mensosialisasik
an masykt yg berilmu melalui aktiviti
sekolah.
As an educator / sebagai pendidik
• Be a good teacher/Menjadi seorg
guru yg sentiasa perlu memperbaiki
ilmu pengajaran dan kurikulum.
• Sentiasa menyediakan diri sebagai
pakar rujuk kepada pendidik.
• Sentiasa melakukan perubahan
dengan melengkapkan diri dengan
kajian, ilmu dalam bidang
pengajaran dan pembelajaran.
As an educational administrator/ sebagai pentadbir pendidikan

• Perlu mendalami dan melengkapkan

diri dengan ilmu kepemimpinan dan
pengurusan sekolah.
• Berbincang dengan pentadbir yang
lain utk menyelesaikan masalah yg
berlaku di sekolah
As an educational leader/ sebagai pemimpin pendidikan

• Bagaimana menyatukan setiap guru

dan staf sokongan beriltizam untuk
mencapai wawasan, misi dan
matlamat sekolah.
• Membina sekolah yang cemerlang
berlandaskan kepada dasar
pendidikan negara spt PIPP, nilai
murni dan masyarakat madani.
As a citizen-administrator/ sebagai pentadbir
masyarakat
• Melaksanakan tanggungjawab yg
diamanahkan oleh komuniti.
• Membina graduan yg dapat
berkhidmat kembali utk masykt pada
masa hadapan.
• Membina rangkaian dan hubungan
yg baik dengan ibu bapa.
• Memberi peluang kepada semua
pelajar untuk mendapatkan
pendidikan yang sama.
 Presence
• Leaders committed to “capacity
building,” are present to possibilities
for incorporating the authenticity of
others in the institution, thereby
enabling responses (Starratt’s
notion of responsibility) for the
potential betterment of the order.
 Presence
• Leaders committed to “capacity
building,” are present to possibilities
for incorporating the authenticity of
others in the institution, thereby
enabling responses (Starratt’s
notion of responsibility) for the
potential betterment of the order.
Presence
• Kehadiran dan tumpuan sepenuhnya
dalam sesuatu situasi atau peristiwa
membolehkan kita menandatangani
sesuatu masalah dengan baik.
• Keupayaan pemimpin dalam
menandatangani masalah adalah
untuk mendengar dengan baik dan
proaktif bagi memahami maklumat
disampaikan oleh klien utama beliau
iaitu pelajar, ibu bapa, guru-guru dan
masyarakat.
Presence
Kehadiran yang Meyakinkan
• Keupayaan pemimpin meyakinkan
kliennya mampu memberikan impak
dan memenangi kepercayaan
mereka.
• Kesemua suara dan pandangan
diterima dengan sepenuh hati dan
mereka merasa yakin dengan
kepimpinan yang menunjukkan
kesungguhan mendengar apa yang
disuarakan.
Presence
Kehadiran yang bersifat Kritikal
• Dalam situasi yang selesa mahupun tidak kita
mampu melakukan apa jua penyelesaian
walaupun ianya benar-benar mencabar
kewibawaan kita.
• Tindakan tidak dilakukan secara sebarangan dan
perlu membuat perancangan rapi walaupun
dalam tekanan.
• Melakukan tindakan atas dasar prihatin,
kemanusiaan yang menukar dari rintangan ke
arah peluang penyelesaian. Bagaimanapun
pendekatan ini boleh bersifat memanupulasikan
keadaan dan harus digunakan secara bijaksana.
Presence
Pengujudan Kehadiran
• Pelengkap kepada pendekatan dari
maklumbalas dan peluang yang
wujud dimana proses penyelesaian
dilakukan secara bersama.
• Proses penyelesaian dilakukan
secara bermesyuarah yang semua
pihak dalam organisasi mengambil
bahagian mencernakan idea masing-
masing.
 Presence
• Presence means being there, in numerous
ways, for self and others. It implies a level
of attention and sensitivity to the signals
others send out.
• Are we really present to/for ourselves and
others, or are we often ‘half present’
because of self interest or the distractions
of other events in our lives? Being
present demands full engagement with
people, events, and things.
 Presence
• Authentic educative leaders, should ask
what being fully present means in relation
to the learning of students in their
schools.
• It certainly means being present to
injustice and to unfair expectations and
demands.
• It also means naming and challenging
inauthentic teaching and learning
conditions and processes and taking
positive action to promote and support
authentic learning.
 Presence
• Authentic educative leaders couldn’t live with themselves
personally or professionally (ethic of authenticity) unless
they took responsibility for the quality of their students’
learning by naming and challenging inauthentic learning
(ethic of responsibility), then engaging meaningfully with
others and helping them create the conditions for
authentic learning (ethic of presence).
 Presence
• Being fully present helps educational leaders be
authentic and responsible. As Starratt reminds
us:
‘Our presence enables others to recognize
themselves in our presence to them. Our
presence contributes to and enhances the
human and natural energy in our surroundings.
Our presence activates our authenticity and the
authenticity of others. That is why this kind of
presence is a virtue: it produces good’.
 The Symbiotic Relationships as concluding remarks

“Ultimately . . . we are the ones who must choose

the values and norms that will bind us. We make
them binding. Thus, the pragmatic ground of our
ethics is that we choose to be bound by their
norms. . . . Thus, to be authentic, I have to take
responsibility for the self I choose to be. To be
responsible, I have to choose to be authentic. To
be authentic and responsible, I have to be
present to my authentic self and be present to
the circumstances and situations so that I can
connect my authentic self to the roles I have
chosen to play”.