Education Leaderships’ Perceptions of Faculty Ethical Decision Making Dr. Cheryl Burleigh University of Phoenix

context International current events are bringing to the forefront the topics of ethics and ethical decision making. Examine ethics in the context of education leadership Observations and awareness of faculty Ethical decisions within the classroom and the school community Reporting of issues that may be of ethical concerns Professional development opportunities Role and relationship of education leaders to faculty

Literature Review Ethics within the teaching profession creating a culture and applied knowledge of ethics within the classroom (Campbell, 2003) attention of the intangibles: morality and ethics (Campbell, 2003; 2008). The Finnish teachers’ ethical sensitivity study (Kuusisto, Tirri, & Rissanen, 2012) examined teacher’s perceived ethical sensitivity based on training, reflection, years within the profession, and competence.

NEA Code of Ethics Adopted by the NEA 1975 Representative Assembly National Education Association (NEA) Public Education/Schools PRINCIPLE I COMMITMENT TO THE STUDENT The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. Shall Not 2. unreasonably deny the student's access to varying points of view. 3. deliberately suppress or distort subject matter relevant to the student's progress. 5. intentionally expose the student to embarrassment or disparagement. 6. on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly-- Exclude any student from participation in any program Deny benefits to any student Grant any advantage to any student Association of American Educators has a separate and difference Code of Ethics PRINCIPLE I COMMITMENT TO THE STUDENT The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator-- 1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student's access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student's progress. 4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly--  Exclude any student from participation in any program  Deny benefits to any student  Grant any advantage to any student 7. Shall not use professional relationships with students for private advantage. 8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. PRINCIPLE II COMMITMENT TO THE PROFESSION The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of the obligation to the profession, the educator-- 1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications. 2. Shall not misrepresent his/her professional qualifications. 3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute. 4.    Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position. 5. Shall not assist a noneducator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. 7. Shall not knowingly make false or malicious statements about a colleague. 8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action. Adopted by the NEA 1975 Representative Assembly  

Emerging Research Direct relationship of student and teacher interactions ethical climate and principles inclusive of trust and motivation (Schulte et al., 2002; Demir & Karakus, 2015). 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

Research Method & Participants Exploratory Design Semi Structured Interview San Francisco Bay Area; Northern California Education Leaders representing schools Public Private(Secular and Non-Secular) Charter Education Leadership: Minimum of 5 years experience Classroom teachers Demographics male (70%), female (30%) identify as minority (50%) mean age 48

Findings Ethical Behavior Climate Classroom Colleagues Educational Leadership Reporting of Issues Status; Years at school; Rank in Department; Seniority Unions Trust Professional Development School Site and District Universal Code of Ethics for Educators Ethical behavior is characterized by honesty, fairness and equity in interpersonal, professional and academic relationships and in research and scholarly activities. Ethical behavior respects the dignity, diversity and rights of individuals and groups of people.

education leaders’ observations and perceptions Of Ethical Decision Making (expressed in percentage) Students Colleagues Ed Leadership 1. Ethical Behavior 73 80 82 2. Climate 80 75 85 3. Reporting 50 30 20 4. Trust 60 80 15 Within each of the four areas noted in the bar graph: Teacher/School site Ethical Behavior within the classroom or students in general population; relationship with colleagues and education leadership Perception overall is high with that of mutual or professional respect of colleagues and the school’s education leaders/administration 2. Climate within each of the three noted fields: an ethical climate seems to exist at the school sites based on the education leadership perceptions and/or observations 3. Reporting of ethical issues: Education leadership finds classroom teachers will report issue within the classroom regarding students, when needed. Most educators will try to resolve an issue with students prior to communicating with colleagues or education leadership. Why only 50%, based on teacher status and longevity. Some teachers do not want to deal with behavior issues in the class; therefore, automatically escalate to education leadership. Other assumption, if no issues are being reported, then the teacher must have excellent classroom management and/or the students love the class and educator. Colleagues: teachers tend not to want to get involved with issues regarding colleagues unless egregious in nature. Based on status; Years at school; Rank in Department; Seniority. Education leadership note if a union is involved, teachers prefer to speak with union representatives regarding concerns instead of education leadership. Want to know protected from retribution. Education Leadership: observations, complaints regarding education leadership teachers prefer to speak with department chair and/or union representatives regarding concerns instead of education leadership. Want to know protected from retribution. 4. Trust Education Leadership perception, there is a high level of trust of educators with colleagues, basic support system regardless of department, seniority within the department. Students, based on observations during staff and department meetings, concern expressed due to students having the ability to record classroom events, teacher interactions, even though school may have no mobile device rule for non academic use. Education leadership, very little level of trust perceived between administration and faculty. Observed concerns, will administration support the faculty when difficulties arise with parents; what is being shared even out of genuine concern for student well being or possible reportable events regarding colleagues will find its way into annual review, may affect ability to move to permanent or tenure status, receive pink slip if in the public schools. Therefore, conversations occur with union reps or when union reps are present. Teachers who are planning a long career in the district and those with aspirations of moving into he district office do not want to be seen as making waves; therefore, keeping their head in the sand. Private schools; Charter school private/corporate comments made will find its way to owner of the school or school board resulting in termination since there is no tenure system or right of termination can occur at a moments notice. Take away from findings: issues of trust and fear.

Challenges & significance Developing a Universally accepted Code of Ethics for U.S. Educators Professional Standards applicable to all educational institutions and levels U.S. Teacher Education Programs: Ethics in Education Coursework, Student Teaching, Professional Responsibility/Ethics Examination State Department of Education and Commission on Teacher Credentials Professional development, credential, licensure School Climate Universally accepted standards for conduct in the classroom colleagues and leadership leadership school community Professional ethics exam: similar to CPAs or professional responsibility exam for lawyers Code of Ethics for National Society of Professional Engineers, and countless other professions. The state of Georgia: The Georgia Educator Ethics (GACE) assessment is designed for beginning and currently practicing teachers. The Georgia Ethics for Educational Leadership assessment is designed for educational leaders (principals/assistant principals and superintendents/assistant superintendents).

Critical Questions Would a Universal Codes of Ethics for U.S. Educators help frame the role of ethical decision making for educators of all school types in the classroom, school site, and school community? What role does a state’s department of education or commission on teacher credentialing play? Legislation, training, certification, examination? What is the role of school districts in assuring an ethical climate exists within schools? How can education leadership incorporate ethical perspectives into the school community? How would a new perspective foster a greater understanding of what is ethical ? Would such actions increase level of trust? What teacher populations remain on the margins of receiving adequate professional development training in the understanding of ethics and ethical decision making?

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. NEA. (1975). Code of Ethics. Retrieved from http://www.nea.org/home/30442.htm 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.

Contact Information Dr. Cheryl Burleigh Associate Faculty, College of Humanities and Sciences Faculty Supervisor, College of Education Research Fellow-CPRE and Associate Faculty, School of Advanced Studies Certified Advanced Facilitator   direct  925.997.0258 email  cburleigh@email.phoenix.edu