Building Capacity for Ethical Leadership in Graduate Educational Leadership Preparation Programs

Autor/inn/en	Houle, Judith C.; Gimas, Priscilla C.
Titel	Building Capacity for Ethical Leadership in Graduate Educational Leadership Preparation Programs
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2006) 1, S.11-17 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Self Efficacy; Educational Administration; Integrity; Values; Case Studies; Ethics; Instructional Leadership; Administrator Education; College Faculty; Reflection; Role; Surveys; Student Attitudes; Teacher Attitudes; Beliefs; Metacognition; Journal Writing + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Bildungsverwaltung; Schuladministration; Schulverwaltung; Integrität; Wertbegriff; Case study; Fallstudie; Case Study; Ethik; Instruction; Leadership; Bildung; Erziehung; Führung; Fakultät; Rollen; Survey; Umfrage; Befragung; Schülerverhalten; Lehrerverhalten; Belief; Glaube; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitschriftenaufsatz
Abstract	A 2003 study of faculty and students in two NCATE-accredited New England universities sought to understand the kinds of learning opportunities the respondents perceived helped them build the capacity for ethical practice as defined by the National Policy Board for Educational Administration (NPBEA), and the role of reflection in developing knowledge of self and self-efficacy, as defined by Kouzes and Posner (2002), as the basis for ethical practice. Both faculty and students were administered a survey designed to address the five ethical dimensions of integrity, fairness, ethical behavior, knowledge of self, and self-efficacy. The study showed that principle-centered ethics that enable ethical interpretations in a black and white fashion are addressed at both universities. What appeared to be lacking were the narrative ethics or the gray area of ethics, where not everything is codified. Individuals can be taught to uphold the law and follow rules and regulations without the necessity of having to reflect on personal values and beliefs. Knowledge of self requires an individual to clearly define his or her personal values and beliefs. This requires personal self-reflection which can be gained through journaling, developing personal statements, and analyzing case studies. However, the data in this study suggest that external case studies alone are not sufficient for the development of knowledge of self and self-efficacy. Both faculty and students noted that more opportunities for personal reflection should be provided so students can build the capacity necessary for ethical practice. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10