Ethics for School Leaders

Dan Mahoney

doi:10.5771/9781475867442

Ethics for School Leaders

The Human Condition and Organizational Dynamics

1. Edition 2022

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doi.org/10.5771/9781475867442
ISBN print: 978-1-4758-6742-8
ISBN online: 978-1-4758-6744-2
Rowman & Littlefield, Lanham Rowman & Littlefield, Lanham

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Abstract

Ethics for School Leaders: The Human Condition and Organizational Dynamics is about the complex role of formal and informal leaders in schools. It presents multiple perspectives to enhance comprehension of the organizational and psychological dynamics that come into play when school leaders—those with authority and those without authority—are faced with ethically challenging situations. In addition to a tour of leadership theories, organizational dynamics, psychological dynamics, and ethical perspectives, the case studies in this book weave together aspects of people’s emotional make-up, cognitive framework, and past experiences to illustrate how school leaders use reason and emotion to make complex connections between their inner lives and the demands of their profession.

This book identifies specific examples of ways school leaders can enhance ethical practice at the organizational level as well as how to focus on the things they can do personally and interpersonally to improve their work as school leaders in order to make lives better for all of the people they serve. By integrating various approaches to the study of the leadership process, this book makes an important contribution to fields of leadership studies and professional ethics.

Schlagworte

Plato ambiguity Aristotle professional ethics navigating school controversies lying superintendent professional development superintendent training superintendents teacher professional development morality morality in education principal professional development principal training school administration Kant interpersonal dynamics family systems theory leadership studies conflict resolution educational leadership deceit ethical frameworks ethical reflection ethics in education ethics in leadership

Chapter Expand | CollapsePage
Preface
- Contents
- List of Tables
- Foreword
- Preface
- Acknowledgments
- Introduction
1–4 1: The Human Condition 1–4
5–14 2: An Overview of Leadership 5–14
15–44 3: Organizational Dynamics 15–44
45–56 4: Psychological Dynamics 45–56
57–62 5: Ethical Frameworks 57–62
63–68 6: Due Process of the Law 63–68
69–76 7: Utility and Agreeableness 69–76
77–82 8: The Categorical Imperative 77–82
83–88 9: The Greatest Good for the Greatest Number 83–88
89–96 10: The Heroic Ideal and Self-Interest 89–96
97–104 11: Absolute Truth and Nonviolence 97–104
105–110 12: Respect for Persons 105–110
111–118 13: Emotions and Intellect 111–118
119–132 14: Practical and Professional Ethics 119–132
133–138 15: Professional Ethics, Moral Values, and Confidentiality 133–138
139–144 16: Confidences Betrayed 139–144
145–150 17: Inappropriate Relationships 145–150
151–158 18: Being Used or Being of Service 151–158
159–164 19: An Emotionally, Intellectually, and Spiritually Punishing Year 159–164
165–170 20: Ducking and Weaving through a Course in Human Sexuality 165–170
171–176 21: Theft in the Staff Room 171–176
177–182 22: Racist Language and the Unspoken Rule 177–182
183–188 23: Hiding the Truth to Make Things Better 183–188
189–196 24: Fabricated Meetings and Toxic Leadership 189–196
197–204 25: Stolen Data 197–204
205–210 26: Whose Curriculum Is It? 205–210
211–220 27: Shifts in Society, Shifts in Leadership 211–220
221–234 28: Enhancing our Ethical Practice 221–234
235–238 29: Welcome to the Journey 235–238
239–244 Glossary 239–244
245–250 References 245–250
251–252 About the Author 251–252

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