Sorts by theme cases involving ethical dilemmas and actions taken
in each as described by 23 practising US school administrators in
responses to a questionnaire: the majority involved issues of teacher
competence. The ethical orientation of the administrators was found to
be normally distributed with respect to the five‐level Van Hoose and
Paradise model. Only one administrator demonstrated all six components
of the moral reasoning described by Howe (1986); most lacked the courage
to act on the resolution they preferred. Discusses implications for the
selection and training of school administrators.
Efforts to restructure schools typically include broadening decisionmaking arenas to include teacher input. Principals, however, have not been prepared to share leadership roles with their faculties, nor have researchers examined the characteristics of principals who are willing and able to empower teachers. Leader authenticity has been associated with more open climates in schools. In this study, the authors examined the relationship between principal authenticity and faculty empowerment in 30 high schools. One aspect of teacher empowerment—expanding teacher knowledge—was significantly related to leader authenticity. Implications for principal and teacher preparation programs as well as principal selection are discussed.
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