1. Ethical Leadership in Education: a Global Perspective

2. Introduction What do we mean by ethics?
Are there universal ethical standards? If so, what are they?
Are ethics culture bound?

3. A Framework for Thinking Ethically 1
Ethics Defined—A Western Perspective
The kinds of values and morals an individual or society finds desirable or appropriate
Morals are individual principles of right and wrong
Ethics and ethical leadership provide a system of principles that guide decisions about what is right and wrong in a particular situation
Northouse, P., 2001
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4. What Ethics is NOT 2 Not the Same as Feelings
Feelings provide important information for ethical choices
Some people have highly developed values, which make them feel bad or good depending on the situation
Not a Religion
Some people are not religious; ethics applies to everyone
Most religions advocate high ethical standards, though they may differ due to cultural differences
2. Velasquez, M., Andre, C., Shanks, S. J. T., & Meyer, M. J., 2006

5. ?
Reflective Question
Are there instances when following the cultural norms of an organization may not be regarded as ethical?

6. Standards For Thinking Ethically 2
Ethics
Standards of behavior that tell us how human beings should act in the many situations in which they find themselves as professionals, friends, parents, children, citizens, business people, teachers, professionals…2
2. Velasquez, M., Andre, C., Shanks, S. J. T., & Meyer, M. J., 2006
Acting ethically as education leaders means creating ethical organizations.2

7. Five Approaches to Creating Ethical Standards 1
Utilitarian
Rights
Fairness or Justice
Common Good
Virtue
Utilitarian Approach
Rights Approach
Fairness or Justice Approach
Common Good Approach
Virtue Approach
1. Northouse, P., 2007

8. Utilitarian Approach1 Considers consequences
Tries to increase good done and reduce harm done
Basic Question: What provides the greatest balance between good and harm?
1. Northouse, P. , 2007
Example:
A pharmaceutical company’s decision to produce medicine for a disease though there are known side effects

9. ?
Reflective Question
What are some Omani examples of a utilitarian approach to ethical decision-making?

10. Rights Approach1
The ethical action is one that best protects and respects moral rights of those affected.
Based on the belief that people have the right to:
choose freely
be told the truth
not be injured
a degree of privacy
1. Northouse, P., 2007

11. ?
Reflective Questions
What cultural differences may impact acceptance of the Rights approach?
Is the Rights approach primarily a Western standard?
How does the Rights approach apply to Oman?

12. Fairness or Justice Approach1
Ethical actions treat all persons equally. Unequal action must be based on a defensible standard
Example:
Corporate CEO salaries significantly larger than others’ salaries
1. Northouse, P., 2007

13. ?
Reflective Questions
1. Is the disparity based on a defensible standard?
2. Or is it the result of power imbalance, and therefore unfair?

14. Common Good Approach1 Actions should contribute to the common good
Respect and compassion for others, especially the vulnerable
Relates to laws, health care, a public education system and public recreational areas
1. Northouse, P., 2007

15. ?
Reflective Questions
Are there examples of the common good standard in Omani culture?
If so, what are they?

16. Actions must be consistent with certain “ideal” values
Virtue Approach1
Actions must be consistent with certain “ideal” values
Virtues such as: truth, honesty, courage, tolerance, fairness and self control are considered virtues in some cultures
Virtues are habits that enable us to act to our highest potential
Overriding Questions:
What kind of person will I become if I do this?
Is this action consistent with my acting at my best?
1. Northouse, P., 2007

17. ?
Reflective Question
What virtues are most valued in Omani culture?

18. Combining the Approaches
Problems:
May not be universal agreement on content of various ethical approaches; cultural differences must be considered
Each approach provides important information to determine what is ethical in particular cultures and situations
Example:
Ethical standards for academic dishonesty/plagiarism may be different in the U.S. than in other countries

19. Globalization and A Global Ethic 3
A global ethic is not an ideology or superstructure
A global ethic is a necessary minimum of universal values and standards
3. Kung, H., April, 2005

20. Globalization and A Global Ethic 3
Globalization of economy, technology, and media has brought globalization of world problems:
Financial and labor markets
Ecology
Organized crime
Examples:
Corporate ethics, child slavery, drug trafficking
3. Kung, H., April, 2005

21. Globalization and A Global Ethic 3
Kung:
Suggests a global ethic is needed for global solutions to global problems
Suggests a necessary minimum of shared ethical values, basic attitudes and criteria
Does not advocate a uniform ethical system
3. Kung, H., April, 2005
“There can be no new world order without a world ethic, a global ethic.”3

22. Human Responsibilities and Human Rights
The search for a global ethic is centered in both human rights and human responsibilities—it is a collective endeavor. 3
3. Kung, H., April, 2005

23. Activity 1
SMALL GROUP DISCUSSION
Globalization and a Global Ethic: Human Responsibilities and Human Rights
As a small group, discuss the questions shown.
What are the implications of Kung’s global ethic recommendation for education leaders and policy makers?
In what ways might this recommendation impact Omani secondary schools of the future?
In what ways might it impact principal leadership?

24. Leadership Ethics 1 Relates to: What leaders do and who leaders are
The nature of leaders’ behavior and their virtuousness
The choices leaders make—how they respond in a given situation— are informed and directed by their ethics
In any decision-making situation, ethics are implicitly or explicitly involved
1. Northouse, P., 2001

25. Centrality of Ethics to Leadership 1, 4
Ethics is central to education leadership because of the nature of the process of influence.
Education leaders have a special ethical responsibility –the nature of their leadership positions them for greater opportunity to influence others in significant ways.
Adapted from Northouse, P., 2001
4. Carlson and Perrewe, 1995; Schminke, Ambrose and Noel, In Northouse, P., 2007.

26. Centrality of Ethics to Leadership 1, 4
“All leaders “have an agenda”—a series of proposals, values, ideas, which they want to “put on the table.”
The values promoted by the leader have a significant impact on the values exhibited by the organization.4
1. Adapted from Northouse, P. , 2007
4. Carlson and Perrewe, 1995; Schminke, Ambrose and Noel, In Northouse, P., 2007.

27. Five Principles of Ethical Leadership 1
Respects
Others
Builds
Community
Serves
Manifests
Honesty
Shows
Justice
Respect
Service
Justice
Honesty
Community
1. Northouse, P., 2001

28. Five Principles of Ethical Leadership1
Ethical Leaders Respect Others
Value individual differences
Are tolerant of opposing points of view
Treat others as worthy human beings; employees feel valued and competent in their work
1. Northouse, P., 2001

29. Five Principles of Ethical Leadership1
Ethical Leaders Serve Others (Altruism)
Need to be willing to act in ways that benefit others.
Empower, mentor, build, and model service citizenship to help others pursue their own goals
1. Northouse, P., 2001

30. ?
Reflective Questions
In what ways do you as a principal facilitate a “service to others” ethic in your school?
Examples?

31. Five Principles of Ethical Leadership1
Ethical Leaders Are Just
Treat others with justice and fairness
Place fairness issues at center of decision-making
Special treatment/consideration should be avoided, except when particular situations demand it
When individuals are treated differently, grounds for differential treatment need to be clear, reasonable and based on sound ethical values
1. Northouse, P., 2001

32. Five Principles of Ethical Leadership1
Ethical Leaders Adhere to A Distributive Justice Philosophy
The principle of distributive justice is applied in different situations. To each person:
an equal share
according to individual need
according to that person’s rights
according to societal contribution
according to merit
1. Northouse, P., 2001

33. Principles of Distributive Justice?
Activity 2
SMALL GROUP DISCUSSION
Principles of Distributive Justice
Create two situations in Omani schools where the principles of distributive justice would need to be considered in a decision-making process.
Would one or more principles outweigh others in the decision process? Why or why not?

34. Five Principles of Ethical Leadership1
Ethical Leaders are Honest
Tell the truth and are open; represent reality as completely as possible
Avoid misrepresentation and evasion of accountability
If they can’t deliver, they don’t promise
Example:
SARS
1. Northouse, P., 2001

35. ?
Reflective Question
What is the impact of misrepresentation and broken promises on school culture?

36. Five Principles of Ethical Leadership1
Ethical Leaders Build Community
Search for goals compatible with school community (internal and external)
Consider interests of everyone in the group
Try to move a group toward a “common good” that is beneficial all
1. Northouse, P., 2001

37. Ethical Dilemmas in Decision-Making 5
Managers world-wide recognize ethical dilemmas in the decision-making process
Decisions made by international managers cross cultural and geographic boundaries
Consensus about what is morally correct diminishes in face of differing values and norms
5. Thomas, D., 2002
Examples:
Culturally different values related to:
- Payment bribes
- Gender biased employment practices
- Confidentiality of student information

38. Ethical Dilemma Scenarios
Activity 3
SMALL GROUP SCENARIO
Ethical Dilemma Scenarios
In your small group, consider the following questions related to the ethical dilemma scenarios:
Directions: Participants will break into small groups (4) and develop scenarios of ethical dilemmas for Oman secondary principals.
Group 1. Justice and Fairness
Group 2. Respect
Group 3: Honesty
Group 4: Community, Serving others
What is the context of the dilemma?
What was the ethical decision?
What was the impact?
Was an ethical principle violated?
Would you have made the same decision if the dilemma reoccurred?

39. Scenarios: Leadership Ethics—Ethical Dilemmas
The current department chair for mathematics is retiring. The position pays 1500 Rials more in salary per year. Two of your mathematics teachers are applying for the position. Both have Master’s degrees. Abdullaziz has been a teacher in the school for 10 years and Warsame for five years. Abdullaziz feels strongly that he has a right to the position as he has taught in the school the longest. However, Warsame has taught advanced level math courses (Abdullaziz has not), and has served on school curriculum development teams (societal contribution). Warsome feels his efforts and contributions to the school make him a logical candidate for the job. Several of Abdullaziz’s colleagues have come to you and have requested that you appoint him as chair. Both teachers have received meritous performance evaluations. Although other factors might need to be considered (MOE policies, salary rate, employee health, organizational skills), your challenge is to select the new Mathematics Department chair in a fair way.
Questions:
What is your decision?
On what ethical principles did you base your decision?

40. Scenarios: Leadership Ethics—Ethical Dilemmas
Parents of a high school student with a severe physical disability have recently relocated back to Oman from England. The parents want to discuss with you the student’s education program and the services provided by your school for students with special needs The student is wheel chair bound and communicates with a computerized augmentative communication system. The parents do not want their child to attend a special school for students with physical handicaps. The parents bring in assessment data that indicates the student has normal intelligence, and has successfully been attending basic education classes at the secondary school level with the assistance of an educational aide.
Questions:
What will you say to the parents?
What ethical decision-making dilemmas do you face?
On what ethical principles will you base your recommendations to the parents for the education of their child?
What are the political, economic, cultural, and educational and perhaps legal forces that may influence your recommendations?
Will you decide to admit the student to your school or recommend another type of educational placement?
Handout

41. ?
Reflective Questions
1. What is the relationship, if any, between ethical leadership and character education (some cultures refer to character education as values and/or moral education) as priority for teaching and learning in Oman secondary schools?
2. Is character education a responsibility for teaching and learning in Oman secondary schools?

42. Codes of Ethics—Professional Organizations
Examples:
National Education Association (NEA)

43. Code of Ethics of the Education Profession5 U. S
Code of Ethics of the Education Profession5 U.S. National Education Association (NEA)
Preamble:
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

44. Code of Ethics of the Education Profession5 U. S
Code of Ethics of the Education Profession5 U.S. National Education Association (NEA)
Preamble:
The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

45. NEA Code of Ethics of the Education Profession5
Principle I: Commitment to the student
The educator strives to help each student realize his or her potential as a worthy member of society. The educator therefore works to stimulate the spirit of inquiry, acquisition of knowledge and understanding and thoughtful formulation of worthy goals.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

46. In fulfillment of the obligation to the student, the educator:
National Education Association Code of Ethics of the Education Profession—U.S. 5
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.
Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

47. In fulfillment of the obligation to the student, the educator:
National Education Association Code of Ethics of the Education Profession—U.S. 5
In fulfillment of the obligation to the student, the educator:
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--
a. Exclude any student from participation in any program
b. Deny benefits to any student
c. 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.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

48. NEA Code of Ethics of the Education Profession5
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.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

49. National Education Association Code of Ethics of the Education Profession—U.S. 5
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.
5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association
Used with Permission

50. Ethical Leadership Activity 4 SMALL GROUP DISCUSSION
In what ways are the principles of ethical leadership applied in your school? In what instances have they been challenged?
What political, economic and cultural influences affect leadership ethics?
Are there universal values/ethical principles which can be applied to the leadership and management of schools in a global 21st c. society?
If so, what are they?
How might these core values and principles be applied differently in the Oman culture compared to that of the U.S.?

51. School Code of Ethics Activity 5 SMALL GROUP ACTIVITY
Create a new Code of Ethics for an Omani secondary school.
This Code must be relevant to your school, local, regional, and national interests; and also integrate the ethics of the education profession.
Each team will present their completed Code of Ethics to the large group