Ethical Leadership is one of those concepts that has originated in industry but has been applied usefully to school and education leadership. It encompasses – as a minimum – the broader values of a society such as honesty, transparency, equity, respect for others, fairness, obedience to laws and collectively agreed rules and non-bullying forms of behaviour. There is one outstanding exception to this: western societies value political democracy and democratic values, yet schools generally are the very antithesis of democratic institutions.
Ethical leadership also encompasses professional standards and guidelines for standards in public life like the Nolan Principles. That all said, it can still be a hard notion to pin down, as it changes with time and fashion… and is constantly tilting between the two poles of coercive, directive leadership and consensual leadership. The tilt currently is towards the latter, with shared leadership and empowerment being the watchwords for ethical leadership today. It is very useful to compare ethical leadership with its opposite, toxic leadership to develop a definition of one’s own that suits one’s own context, although one has to be careful not to adopt an unethical relativism.
Some of the key thinkers in ethical leadership in schools in the US and UK are:
Thomas J. Sergiovanni: Thomas J. Sergiovanni is renowned for his work on ethical school leadership in the US. His key point centres around the concept of ‘moral leadership’ in education. Sergiovanni emphasises that ethical leaders in education must prioritise moral values, create a culture of trust and collaboration and foster a sense of community within the school.
He argues that ethical leaders should be role models and set high standards for both themselves and their staff. Sergiovanni’s work underscores the idea that ethical leadership goes beyond administrative tasks and should focus on the moral and ethical dimensions of decision-making. His writings often stress the importance of school leaders serving as stewards of the school’s values and mission, ultimately working to create a positive and ethical school climate.
Michael Fullan: Michael Fullan, a prominent figure in educational leadership, acknowledges the significance of ethical leadership in driving educational change. His key point is that ethical leaders play a crucial role in guiding schools and districts through complex reforms while maintaining a commitment to the best interests of students.
Fullan emphasises that ethical leaders should be champions of equity, ensuring that all students have access to quality education. He argues for a transformational leadership approach that involves building trust, engaging stakeholders and empowering educators. Fullan’s work also highlights the importance of moral purpose in leadership, as leaders should be driven by a sense of doing what is right for the benefit of students and the broader community.
Joseph Murphy: Joseph Murphy’s research focuses on the moral and ethical dimensions of leadership in education. His key point centres on the role of school leaders in promoting equity and social justice. Murphy argues that ethical school leaders must confront and address disparities in educational outcomes and opportunities. He emphasises the importance of making ethical decisions that prioritise the needs of marginalised and disadvantaged students.
Murphy’s work underscores the idea that ethical leadership is not only about personal integrity but also about systemic change. He advocates for leaders who challenge discriminatory practices, advocate for inclusive policies and create a school environment that values diversity and inclusivity. Murphy’s writings often highlight the ethical imperative for leaders to confront issues of inequity and work towards a more just and equitable educational system.
Andy Hargreaves: Andy Hargreaves, a prominent figure in educational leadership in the UK, emphasises ethical leadership as a cornerstone of successful educational reform. His key point is that ethical leaders should prioritise collaboration and sustainability. Hargreaves argues that ethical leaders create a culture of trust and collective responsibility, fostering a sense of belonging and commitment among teachers and staff.
He believes that leaders should demonstrate ethical behaviour by actively engaging with the community, valuing diverse perspectives and promoting social justice in education. Hargreaves also stresses the importance of sustainability, highlighting that ethical leaders should focus on long-term improvements rather than quick fixes. His work often explores the moral dimensions of leadership and the role of leaders in building resilient and thriving educational institutions.
John West-Burnham: John West-Burnham, a notable writer on educational leadership and ethics in the UK, emphasises the moral dimensions of leadership in education. His key point centres on the role of leaders in promoting values and ethics within schools. West-Burnham argues that ethical leaders should lead by example, demonstrating integrity, honesty and a commitment to ethical principles.
He highlights the importance of creating an ethical school culture that values empathy, respect and social responsibility. West-Burnham’s work often explores the idea that ethical leadership goes beyond compliance with rules and regulations; it involves fostering a deep sense of moral purpose and ethical decision-making among all stakeholders in education. He underscores that ethical leaders should be advocates for the well-being and development of both students and educators, working towards a positive and ethical learning environment.
Christopher Day: Christopher Day, a prominent researcher in the UK, focuses on the moral and ethical aspects of leadership in education. His key point is the crucial role of ethical leaders in enhancing the quality of teaching and learning. Day argues that ethical leaders should prioritise the improvement of teaching practices and student outcomes while maintaining a strong commitment to ethical values and principles.
He emphasises that ethical leaders should foster a climate of professional learning and development where educators continuously reflect on their practices and strive for improvement. Day’s work often explores the idea that ethical leadership involves creating a supportive and inclusive school environment where all individuals are valued and respected. He underscores the importance of ethical leaders in inspiring and motivating both teachers and students to reach their full potential, ultimately contributing to the overall success of the school.
From the work of these key writers, the emerging constituent elements of ethical leadership are:
1. Moral Purpose
Ethical leaders have a clear moral purpose that centres on the well-being and development of students. They are driven by a commitment to providing quality education and promoting the best interests of all learners.
2. Integrity and Honesty
Ethical leaders demonstrate personal integrity and honesty in their actions and decisions. They model ethical behaviour and adhere to a strong code of ethics.
3. Values and Ethics
Ethical leadership is guided by a set of values and ethical principles that prioritize fairness, social justice, inclusivity and respect for diversity.
4. Collaboration
Ethical leaders foster collaboration and teamwork among all stakeholders in the educational community. They create a culture of trust, openness and shared responsibility.
5. Equity and Social Justice
Ethical leaders advocate for and actively work towards equity and social justice in education. They confront and address disparities in educational outcomes and opportunities.
6. Community Building
Ethical leaders promote a sense of community within the school, valuing the contributions of all individuals and creating a supportive and inclusive environment.
7. Professional Development
Ethical leaders prioritise professional learning and development, both for themselves and for their staff. They create opportunities for ongoing growth and improvement.
8. Sustainability
Ethical leaders focus on long-term sustainability, seeking solutions that lead to lasting improvements in education rather than quick fixes.
9. Empowerment
Ethical leaders empower teachers, students and staff to have a voice in decision-making and take ownership of their roles in the educational process.
10. Accountability
Ethical leaders hold themselves and others accountable for their actions and decisions, ensuring that ethical standards are upheld throughout the institution.
11. Advocacy
Ethical leaders advocate for the well-being and development of students and the broader educational community, championing policies and practices that align with ethical values.
12. Reflection and Continuous Improvement
Ethical leaders engage in reflective practices, regularly evaluating their leadership approaches and seeking opportunities for continuous improvement.
Challenges for Ethical Leadership in UK Schools
The more one tries to apply these principles to real-world school leadership in the UK, the more one feels one is running down a rabbit hole which grows darker and darker. A recent survey found that two-thirds of teachers have found school environments to be toxic and identified toxic leadership as a key issue. Unethical decision-making seems widespread; witness research that schools are using suspension and ‘off-rolling’ to boost exam grades and the collapse in arts subjects and design and technology to accommodate the English Baccalaureate despite the best interests of pupils.
The allocation of the least experienced teachers and TAs to the most needy and struggling students is a widespread practice that breaches all professional standards and would cause uproar in the health professions but is embedded within and throughout the education sector.
One factor contributing to the ethical challenges faced by school leaders is the complexity of school leadership, particularly in the UK. School leaders have to navigate a multifaceted environment that involves managing budgets, adhering to government policies, meeting performance targets and addressing the diverse needs of students and staff. The pressure to deliver results, both academically and administratively, can sometimes lead to ethical compromises.
Pressure to Achieve Targets
School leaders are frequently held accountable for academic outcomes and standardised test scores. The pressure to meet targets set by government agencies or educational authorities can lead to a focus on ‘teaching to the test’ rather than promoting holistic student development. Ethical dilemmas may arise when leaders feel compelled to prioritise test scores over the broader educational needs and well-being of students.
Resource Constraints
Many schools in the UK face resource constraints, including budget limitations and insufficient staffing. Ethical challenges may emerge when school leaders are forced to make difficult decisions about resource allocation, potentially leading to inequities in educational opportunities.
Compliance with Regulatory Demands
Educational institutions in the UK must comply with numerous regulatory and compliance requirements. School leaders may find themselves navigating complex bureaucratic systems and compliance demands that can inadvertently divert their focus from ethical considerations.
Marketisation of Education
The marketisation of education in the UK, with an emphasis on competition and choice, can create ethical challenges for school leaders. The need to attract students and funding can sometimes lead to marketing tactics that prioritise enrollment numbers over educational quality.
All these seem more onerous than in other countries, where administration and education leadership are split and inspection regimes are not so punitive.
The educational system in the UK often places a heavy emphasis on standardised test scores and performance metrics. School leaders may succumb to the temptation of manipulating test results or neglecting holistic student development to meet these targets. This unethical behaviour can harm students by prioritising short-term success over their long-term educational and personal growth.
Another ethical challenge faced by school leaders relates to financial management. Budget constraints and the need to allocate limited resources can lead to unethical practices, such as misappropriation of funds, embezzlement, or unethical procurement practices. These actions divert resources away from classrooms and negatively impact the educational experience of students.
School leaders often have to make challenging decisions about resource allocation. Some may make unethical choices that favour certain groups or individuals within the school community while disadvantaging others. This can perpetuate inequalities and harm marginalised students and staff.
Ethical breaches may also occur in the treatment of teachers and staff. Unethical school leaders might engage in teacher exploitation, bullying or harassment, creating a toxic work environment that negatively affects educators’ well-being and their ability to provide quality education to students.
The lack of accountability mechanisms in the educational system can foster unethical behaviour among school leaders. In some cases, leaders may act with impunity, knowing that there is little oversight or consequences for their actions.
Conflicts of interest can also compromise ethical leadership in education. School leaders may have personal or financial interests that conflict with the best interests of the school community. These conflicts can lead to decisions that prioritise personal gain over ethical considerations. These are the rarest causes of unethical behaviour, and the easiest to ascertain.
Most causes of unethical behaviour in education, like corruption, are harder to discern and take place in the grey areas of decision-making where real dilemmas exist and school leaders often have to choose between the least of two evils. This makes the need for ethical training for school leaders and an ethical framework for decision-making even more important. Yet many school leaders in the UK may not receive comprehensive training in ethical leadership. The absence of formal ethical guidance and support can leave leaders ill-equipped to navigate complex ethical dilemmas, resulting in unethical school leaders who may be more inclined to engage in unethical practices.
Conclusion
While it is essential to recognise that not all school leaders in the UK exhibit conscious unethical behaviour, there are clear, widespread instances where ethical lapses occur. Addressing this issue requires a concerted effort from policymakers, educational institutions and the broader community.
To foster ethical leadership in education, the UK should prioritise the development of comprehensive ethical guidelines and provide ongoing training and support for school leaders. Additionally, mechanisms for accountability and reporting unethical behaviour must be strengthened to ensure that unethical actions are met with appropriate consequences.
Ultimately, the aim should be to create an educational system in which ethical leadership is the norm rather than the exception. This will not only benefit students and educators but also contribute to the overall improvement of the educational landscape in the UK and elsewhere.