Leadership for Innovative Omani
Schools in the 21st Century
Ethical Leadership in Education:
a Global Perspective
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Introduction
What do we
mean by
ethics?
Are there
universal ethical
standards? If so,
what are they?
Are ethics
culture
bound?
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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
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What Ethics is NOT 2
Not the Same as Feelings
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Not a Religion
• Feelings provide
important information
for ethical choices
• Some people are not
religious; ethics applies
to everyone
• Some people have
highly developed values,
which make them feel
bad or good depending
on the situation
• Most religions advocate
high ethical standards,
though they may differ
due to cultural
differences
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Reflective Question
Are there instances when following the cultural
norms of an organization may not be regarded as
ethical?
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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
Acting ethically as education leaders means
creating ethical organizations.2
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Five Approaches to Creating Ethical Standards 1
• Utilitarian Approach
Utilitarian
Rights
Fairness
or Justice
• Fairness or Justice Approach
Common
Good
Virtue
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• Rights Approach
• Common Good Approach
• Virtue Approach
Utilitarian Approach1
• Considers consequences
• Tries to increase good done and
reduce harm done
• Basic Question: What provides the
greatest balance between good and
harm?
Example:
A pharmaceutical company’s decision to produce
medicine for a disease though there are known side effects
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Reflective Question
What are some Omani examples of a utilitarian
approach to ethical decision-making?
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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
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Reflective Questions
1. What cultural differences may impact acceptance
of the Rights approach?
2. Is the Rights approach primarily a Western
standard?
3. How does the Rights approach apply to Oman?
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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
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Reflective Questions
1. Is the disparity based on a defensible standard?
2. Or is it the result of power imbalance, and
therefore unfair?
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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
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Reflective Questions
1. Are there examples of the common good standard
in Omani culture?
2. If so, what are they?
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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?
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Reflective Question
What virtues are most valued in Omani culture?
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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
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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
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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
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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
“There can be no new world order without a
world ethic, a global ethic.”3
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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
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Activity 1
SMALL GROUP DISCUSSION
Globalization and a Global Ethic:
Human Responsibilities and Human Rights
1.
What are the implications of Kung’s global ethic recommendation
for education leaders and policy makers?
2.
In what ways might this recommendation impact Omani secondary
schools of the future?
In what ways might it impact principal leadership?
3.
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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
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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.
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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
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Five Principles of Ethical Leadership 1
Respects
Others
• Respect
• Service
• Justice
• Honesty
• Community
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Serves
Others
Builds
Community
Ethical
Leadership
Manifests
Honesty
Shows
Justice
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
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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
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Reflective Questions
1. In what ways do you as a principal facilitate a
“service to others” ethic in your school?
2. Examples?
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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
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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
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Activity 2
SMALL GROUP DISCUSSION
Principles of Distributive Justice
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1.
Create two situations in Omani schools where the
principles of distributive justice would need to be
considered in a decision-making process.
2.
Would one or more principles outweigh others in the
decision process? Why or why not?
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
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Reflective Question
What is the impact of misrepresentation and
broken promises on school culture?
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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
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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
Examples:
• Culturally different values related to:
- Payment bribes
- Gender biased employment practices
- Confidentiality of student information
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Activity 3
SMALL GROUP SCENARIO
Ethical Dilemma Scenarios
In your small group, consider the following questions
related to the ethical dilemma scenarios:
1.
2.
3.
4.
5.
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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?
Scenarios: Leadership Ethics—Ethical Dilemmas
Scenario 1 :
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?
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Scenarios: Leadership Ethics—Ethical Dilemmas
Scenario 2:
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?
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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?
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Codes of Ethics—Professional Organizations
Examples:
• National Education Association (NEA)
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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.
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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.
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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.
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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.
4. Shall make reasonable effort to protect the student from
conditions harmful to learning or to health and safety.
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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.
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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.
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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.
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Activity 4
SMALL GROUP DISCUSSION
Ethical Leadership
1.
2.
3.
4.
5.
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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.?
Activity 5
SMALL GROUP ACTIVITY
School Code of Ethics
• 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
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