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EDUC-115_GROUPPPPPPPPPPPPP-3-REPORT.pptx
- 1. GROUP THREE Educ 115: ETHICSOF LEADERSHIP AND LEADERSHIP GOVERNANCE OF SCHOOL
- 2. GROUP 3 Principles ofEthical Leadership Historical & Philosophical Foundation of Decision- Making Ethical Leadership Framework
- 3. GROUP MEMBERS DANTE P.PENECIBA RAFY ANDREW S. SANTILLAN DECEMARK A. BERDIN
- 4. GROUP MEMBERS GRACE B.MANLIGUEZ CLAIRE DUENAS PADON WENDA DEL VALLE CURADA
- 5. GROUP MEMBERS CHRISJANE DAGPINENCENDENCIA ROSALIE S. GOROSPE
- 6. Educ 115: ETHICALLEADERSHIP AND ADMINISTRATION PRINCIPLES OF E T H I C A L LEADERSHIP IN EDUCATION
- 7. Quote to Ponder Wesay these are the values of the organization, and we all live them. Then, no matter what the situation, we never think, “Well, I can be slightly unethical today, but tomorrow I’ll be better.” It doesn’t work that way. No matter how difficult the circumstances become, we stand and we act on principle. —Frances Hesselbein
- 8. What is Ethics? Withrespect to leadership, ethics is about who leaders are—their character and what they do, their actions and behaviors.
- 9. What is anEthical leader? Ethical leadership is making professional and personal decisions using moral principles, boiled down to the simple phrase, “Do the right thing.”
- 10. George Marshall’s Eight Principlesof Ethical Leadership offer a strong scaffold for administrators who seek guidance on how to implement ethical practices in their schools Ethical Leadership Principles
- 11. PERSONAL COURAGE 1 This maybe manifest in an education leader’s willingness to voice opposition to policies detrimental to students’ best interests.
- 12. PUBLIC INTEREST AHEAD OFSELF 2 This includes the interests of all stakeholders within the school community being placed ahead of the education leader’s self-interest.
- 13. SELF-CONTROL, SELF- DISCIPLINE ANDINTEGRITY 3 Education leaders strive to be a positive force in the lives of students, teachers and others in the education community through their actions.
- 14. TASK AND EMPLOYEE CENTEREDNESS 4 Schoolleaders must create a foundation of success that draws from the strengths of the teachers and staff who interact with students. Successful school leaders focus on both the needs of students and the needs of staff when they make decisions.
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- 16. RECOGNIZING TALENT 5 Ethical leadersrecognize the talent of their followers. This means that administrators identify both staff and students who display the qualities of excellence and then go on to recognize and promote those individuals in ways that create goodwill among all of the members of the school community.
- 17. REQUIRING HIGH ETHICS FROMEVERYONE 6 Administrators need not only concern themselves with their own ethical standards but also with the ethical standards of others in their organization. That includes not only teachers and staff, but extends to students and parents.
- 18. REQUIRING HIGH ETHICS FROMEVERYONE 6 These standards must be communicated clearly and enforced without exception in order to be effective.
- 19. SENSITIVITY AND UNDERSTANDING 7 Sensitivity andunderstanding are necessary in order to practice equity among members of the school community. One of the most challenging areas of the ethical picture, this practice must be implemented through educational as well as institutional policies.
- 20. INCLUSIVENESS 8 A sense ofbelonging is key to gaining trust within an organization, and trust a driving factor in success in any context but most especially within the educational context. Inclusiveness requires that all stakeholders be brought into process of making and implementing decisions.
- 21. Solid ethical practicesare inspiring to followers, earning respect for instructional authority and leading by example.
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- 23. DISCUSSANT RAFY ANDREW S.SANTILLAN
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- 25. A decision isthe selection of a course of action (or decision) out of many available alternatives. Decision-making is a leadership skill that managers use to assess a situation and determine how the organization may proceed.
- 26. The historical philosophical foundationof decision making is a vast and complex topic that has been studied extensively by philosophers and decision theorists over the centuries.
- 27. THE ROLE OFMORAL UTILITY IN DECISION MAKING
- 28. “You say morals,I say ethics – what’s the difference?” “Ethics” leans towards decisions based upon individual character, and the more subjective understanding of right and wrong by individuals.
- 29. “You say morals,I say ethics – what’s the difference?” “Morals” emphasizes the widely –shared communal or societal norms about right and wrong.
- 30. Moral Values, Rules,and Virtues provide standards for morally acceptable decisions.
- 31. A moral decisionis a choice made based on a person’s ethics, manners, character and what they believe is proper behavior.
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- 37. A moral theorythat judges the morality of an action based on its consequences. According to this perspective, an action is morally right if it leads to the best possible outcome. CONSEQUENTIALISM
- 38. Only the consequences, oroutcomes, of actions matter morally. CONSEQUENTIALISM Acts are deemed to be morally right solely on the basis of their consequences.
- 39. The most commonform of consequentialism is Utilitarianism. CONSEQUENTIALISM - actions should be evaluated based on their ability to promote the greatest happiness for the greatest number of people.
- 40. Utilitarianism CONSEQUENTIALISM Classical utilitarians likeJeremy Bentham and John Stuart Mill (as well as many contemporary utilitarians) take ‘the good’ to be pleasure or well-being. Thus, actions are morally right, on this view, if and only if they maximize pleasure or well-being or minimize suffering.
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- 42. For hedonistic utilitarians, therightness or our actions are determined solely on the basis of consequences of pleasure or pain. HEDONISTIC UTILITARIANISM
- 43. Preference utilitarianism, for example,takes into account not just pleasures, but the satisfaction of any preference. PREFERENCE UTILITARIANISM
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- 45. -Claims that wemust apply a utilitarian calculation to each and every individual action. ACT-UTILITARIANISM By making this calculation, we can thereby determine the moral rightness or wrongness of each action we plan to take.
- 46. -Eases the burdenthat act- utilitarianism places on practical reasoning by establishing moral rules that, when followed, brings about the best consequences. RULE-UTILITARIANISM Rule-utilitarianism can be illustrated by the rule “do not kill.” As a general rule, we would be better off, that is, the best consequences, or state of affairs, would be brought about, if we all followed the rule “do not kill.”
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- 49. PHILOSOPHICAL PERSPECTIVE DEONTOLOGY. anethical theory that suggets an individual should act based on what they believe to be morally right regardless of the consequences. - derived form the Greek terms “duty” and “science”. It is a philosophical concept that emphasizes adhering to an immutable moral law. - From a deontologycal perspective, we should always strive to do what is ethically correct even if if it does not guarantee the desired results.
- 50. state that deontologyis a “ moral theory that suggests actions are good or bad according to a clear set of rules”. according to deontology, the rightness or wrongness of an action is determined exclusively by its inherent nature ans cannot be affected by any consequences it yields. Deontology advocates that one’s ethical obligation should be prioritized over any result that could be accomplished.
- 51. telling the truth nomatter what, even if it may lead to unfavorable outcome. showing respect to others by honoring their wishes and beliefs, even if you disagree with them. . taking responsibility for your actions and accepting the consequences, no matter how unfavorable. making sure everyone is treated fairly, regardless of their race, religion or gender. being honest and consistent in your behavior and beliefs.
- 52. refraining from violence, evenif it might lead to a desirable outcome. showing appreciation and kindness, even if you don’t see the immediate benefit. letting go of anger and resentment, even if the other person doesn’t deserve it. showing modesty and not taking credit for something you didn’t do. acting in moderation and not overindulging, even if it’s something you enjoy.
- 53. Today, deontology iswidely accepted as a branch of moral philosophy that emphasizes the importance of upholding our duties and adhering to moral principles, regardless of any external influences or outcomes. It emphasizes the importance of adhering to specific rules or principles no matter what favorable outcomes may be produced along the way. Deontology first gained prominence with the works of Immanueal Kant, an 18th- century German Philosopher. He argued that an action is morally permissible if it follows a universal law.
- 54. VIRTUE ETHICS - isa moral philosophy that emphasizes individuals’ character and personality traits instead of their actions. Virtue ethics that an individual’s ethical behavior should be measured by their trait- based characteristics such as honesty, courage and wisdom rahter than by the consequences of their actions or the partucular duties they are obligued to obey. this approach emphasizes cultivating good virtues w/in individuals to attain desirable outcomes.
- 55. ...virtue ethics isa broad term for theories that emphasize the role of character and virtue in moral philosophy rather than either doing one’s duty or acting in order to bring about good consequences, Simply, virtue ethics is concerned w/ developing good character traits w/in individuals and helping them become the best versions of themselves.
- 56. EXAMPLES OF VIRTUEETHICS PATIENCE LOYALTY COURAGE HONESTY COMPASSION KINDNESS CREATIVITY DETERMINATUION JUSTICE WISDOM
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- 58. The writings ofSocrates wre influential in the development of Aristotelian virtue ethiocs. He taught that being wise, meant knowing oneself and what makes a person happy or sad. Plato contributed to the development of virtue of ethics in his writings. He suggested that striving for justice and harmony within oneself was more important than following external rules or laws. (armstrong, 2007)
- 59. LIBERTARIAN THEORY is atheory in pollitical philosophy that strongly values individual freedom and is skeptical about the justied scope of government in our lives. Libertarians see individuals as soverign, as people who have a right to control their bodies and work, who are free to decide how to interact w/ willing others and who cannot be forced to do things ahainst their will without very strong justification.
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- 62. A. Describe ethicalleadership framework; LEARNING OBJECTIVES: B. Identify and explain the different ethical leadership frameworks; and C. Recognize the importance of ethical leadership framework in our daily living.
- 63. Is a professionalprinciples for ethical leaders in education that includes selflessness, integrity, objectivity, accountability, openness, honesty and leadership. An ethical leader is someone who is able to think beyond their own personal interests in order to make decisions that are of most benefit to the organization as a whole which not only meet the needs of external shareholders but also the needs of the people working within the business. Ethical Leadership framework Designed and implemented to ensure that the choices and actions of an organization or company reflect and uphold its ethics.
- 64. THERE ARE 7ETHICAL LEADERSHIP FRAMEWORKS: Selflessness 1 Integrity 2 Objectivity 3 3 3 4 Accountability 4
- 65. SELFLESSNESS 1 Selfless leadershipis ethically leading others in the achievement of assigned goals and the greater good for the benefit of all others before oneself. (The Selfless Leader: Dr JoAnne Lyon) Being truly selfless means putting aside personal success to focus on the success of the organization.
- 66. INTEGRITY 2 is choosingcourage over comfort. You choose what is right over what is fun, fast, or easy. And you choose to practice your values rather than simply professing them. (Brené Brown) is about aligning your values to that of the school, reflecting on the choices you make, and having the courage and determination to be the leader the school needs you to be.
- 67. OBJECTIVITY 3 Requiring adispassionate approach, exercising judgement for the good of children and young people.(NOLAN) Being objective means you put aside subjectivity, needs, prejudices and feelings, focusing instead on what Maslow calls the real, and the truth. To develop objectivity, wider reading, consulting and collaboration will help deepen the knowledge and understanding necessary to find ‘the real and the truth’. (Abraham Maslow)
- 68. ACCOUNTABILITY 4 Leaders mustaccept responsibility for their conduct and actions in a transparent manner. Individuals have to account for their actions and accept responsibility for them, no matter the results, as well as correct those actions when necessary. Responsibility equals accountability equals ownership. And a sense of ownership is the most powerful weapon a team or organization can have. (Pat Summitt)
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- 72. THANK YOU Turning intoa leader doesn't happen overnight. It takes time and strategy to develop leadership skills and put them into practice.
Editor's Notes
- #29 Ehtics is a more individual assessment of values as relatively good or bad.
- #30 Morality is a more intersubjective communmity assessment of what is good, right or just for all.
- #36 Consequences or outcome of an action.
- #37 Consequences or outcome of an action.
- #38 Consequences or outcome of an action.
- #39 Focuses on the consequences of an act to determine if the act is moral or immoral.
- #64 Decisions about right and wrong permeate everyday life. Ethics should concern all levels of life: acting properly as individuals, creating responsible organizations and governments, and making our society as a whole more ethical. This document is designed as an introduction to making ethical decisions. It recognizes that decisions about “right” and “wrong” can be difficult, and may be related to individual context. It first provides a summary of the major sources for ethical thinking, and then presents a framework for decision-making The core framework for ethical leadership in any business relies fundamentally on internal uniformity through consistent messaging, proactive leadership and accountability across the organisation. While senior leaders set the standard for ethical practices, it is key that these standards are filtered right throughout the business and all employees are enabled to perform their roles effectively and ethically.
- #66 The selfless leader must understand and buy into the organisation’s goals, and be able to objectively motivate others, ensuring everyone works equally to accomplish them. Selfless leaders not only create the best chances for the organisation, they empower individuals leading to greater overall organisational success and sustainability. In reality, we all want something back from the work we do. Wages, recognition, job satisfaction. Being selfless means getting the balance right. Leading colleagues with equality and fairness, unifying our teams and individuals to achieve the organisational mission. Integrity is about aligning your values to that of the school, and having the courage and determination to be the leader the school needs you to be Ironically, one way for a school business leader (SBL) to become more selfless is to delegate. Many of us have a degree of control freak in our SBL DNA, but being selfless requires investing time and effort to empower other colleagues to take on tasks, responsibilities – even recognition. Remember, there is no i in TEAM!
- #67 Each principle is arguably as important as the next, but I believe integrity underpins all others. When working with school businsess leaders and professionals, I use Brené Brown’s words to describe how integrity centres on making the right choices. To do this, you to understand the context in which you work, the needs of the people you work for and with, and your own values as well as those of the organisation. Integrity is about aligning your values to that of the school, reflecting on the choices you make, and having the courage and determination to be the leader the school needs you to be. There have been so many examples of SBL integrity throughout the Covid-19 pandemic. Ensuring free school meals for families in need, or supporting colleagues unable to come in to work. For SBLs newly promoted to a leadership role, integrity may mean redefining personal and professional relationships with colleagues to consistently portray a fair, unbiased and credible approach.
- #68 Depth and breadth of knowledge and understanding will help you place your own professional context more objectively I find a certain discord between being ‘dispassionate’ and working for the good of children and young people. In my years working with SBPs, I have never yet met a SBP who has not been passionate about their school and the children. The point, though, is that passion should be borne from objectivity. ‘Dispassionate objectivity is itself a passion, for the real and for the truth.’ (Abraham Maslow) Consider the synergy with selflessness, since being objective means you put aside subjectivity, needs, prejudices and feelings, focusing instead on what Maslow calls the real, and the truth. To develop objectivity, wider reading, consulting and collaboration will help deepen the knowledge and understanding necessary to find ‘the real and the truth’. To develop objectivity, I advocate reading new policies, regulatory frameworks (e.g. Ofsted), guidance, even legislation in their entirety, rather than simply relying on digests and summaries. Depth and breadth of knowledge and understanding will help you place your own professional context more objectively.
- #69 Consequently, ethical leaders are able to inspire ethical conduct of their subordinates by holding every one accountable for their own behaviors (Neubert et al., 2013) Accountability means the state of being responsible or answerable for a system, its behavior, and its potential impacts. Accountability is an acknowledgement of responsibility for actions, decisions, and products. Responsibility can be legal or moral (ethical). What is accountability in ethics example? A great example of accountability is when you are focused on achieving your goals and tasks. If you're able to limit distractions and pressures, you're successful in achieving your goals efficiently. Moreover, when your team sees this, you're setting a good example for them. You build a strong work ethic for your team Why is accountability important in leadership? It means having a commitment to one's team and the company. If a leader makes a mistake, taking accountability for it creates greater trust, transparency, and, ultimately, better problem-solving capabilities. The more people are aware of the mistake, the more resources are available to solve it.