Ethical Leadership and Decision Making in Education

Gutierrez, Kathrine J.; Faircloth, Susan C.; Pfeiffer, Tamarah; Buonanno, Thomas Anthony; Al-Harthi, Aisha Salim Ali; Lin, Kuan Pei

doi:10.4324/9781315773339

Cited by 110 publications

(84 citation statements)

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“…As this is a dynamic process, personal codes may change as the person faces different situations, reflects upon them, and makes decisions. Another aspect of Shapiro and Stefkovich's (2016) model is taking into account the wishes and circumstances of the community where education is being provided, so cultural aspects must always be considered. Inspired by the basic principles that drive medicine: do no harm, the authors believe that the moral imperative for educators is to serve the best interests of the student.…”

Section: Ethical Coachingmentioning

confidence: 99%

“…As diversity increases across the world, the educational sector faces many challenges; teaching ethics to educators calls for an inclusive, tolerant, and democratic way of perceiving students, educators and the communities they are immersed (Shapiro & Stefkovich, 2016). Shapiro and Stefkovich (2016) introduce ethical constructs in educational leadership.…”

Section: Ethical Coachingmentioning

confidence: 99%

“…The ethics of the profession view presented by Shapiro and Stefkovich (2016) is a reflective and ongoing process that requires educational leaders to look at different professional codes of ethics, from different institutions, for example. It also suggests that educational leaders reflect and create their own individual codes of ethics, one personal and another professional.…”

Section: Ethical Coachingmentioning

confidence: 99%

“…Shapiro and Stefkovich (2016) introduce ethical constructs in educational leadership. Applying these to coaching is feasible, as some characteristics from educational leadership are similar to coaching.…”

Section: Ethical Coachingmentioning

confidence: 99%

“…Empirical material analyses suggest there is room for an integrative model that prompts coaches to reflect critically about ethical dilemmas. This study adapted a perspective from the ethics of the profession view proposed by Shapiro and Stefkovich (2016). Because of this, this paper contributes to the field by expanding understandings of triangular relationships in executive coaching, and offers an integrative perspective to prompt coaches to reflect critically.…”

Section: Introductionmentioning

confidence: 99%

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Drawing the Triangle: How Coaches Manage Ambiguities Inherited in Executive Coaching

Pliopas

2017

BAR, Braz. Adm. Rev.

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Executive coaching is a common leadership development intervention whose complexity is underestimated. The triangular relationships between coachee, coach, and organization give rise to conflicting interests (FatienDiochon, 2012). This study examines how coaches perceive triangular relationships and reflect on conflicts of interest and ethical issues. During semi-structured interviews, nine coaches drew their interpretations of how triangular relationships unfold in executive coaching processes. Coaches' explanations were categorized into three groups. There are coaches who understand executive coaching as a harmonious and congruent process, called naïve; some coaches rely on the coaching process to deal with conflicts of interest, and we called them procedural. Other coaches are skeptical when dealing with conflict of interests in triangular relationships, and were called suspicious. In order to support coaches facing ethical dilemmas that may be present in triangular relationships in the executive coaching process, the ethics of the profession perspective developed for the educational sector by Shapiro and Stefkovich (2016) was adapted and integrated into Carroll and Shaw's (2013) ethical maturity perspective. This adapted model offers coaches an integrative and dynamic view to foster their development and ethical maturity.

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Section: Ethical Coachingmentioning

confidence: 99%

Section: Ethical Coachingmentioning

confidence: 99%

Section: Ethical Coachingmentioning

confidence: 99%

Section: Ethical Coachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Drawing the Triangle: How Coaches Manage Ambiguities Inherited in Executive Coaching

Pliopas

2017

BAR, Braz. Adm. Rev.

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Avoiding employee deviance in the hotel industry: Investigating the mediating effect of trust in leadership

Tarkang

Öztüren

Nange

2020

Journal of Public Affairs

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The current paper observes the effect of ethics in leadership on employees trust, affective commitments, and deviance behaviors. Ethical behavior, choices of supervisors and managers, and apprehension of the establishments where deviant activities are supported by workers will be vital. The impression of corrupt morals appears to be a risk to the achievement of the institution. This study made use of a method using a convenience sample. Statistics of 264 workers of sampled hotels were used to obtain the opinions of the respondents about the constructs. Confirmatory factor analysis, structural equation modeling, and correlation analysis were used to assess the main consequences and examine the causality among associated variables. The outcomes displayed revealed that ethical leadership can boost workers' trust in their leaders. Thus, workers can be successfully devoted to their tasks and have no motive to indulge in nonconformity actions when they trust in the leadership of their management. The outcomes showed that trust in leaders by staff definitely influences affective commitments and were against unconventional deviance behaviors, as seen from the consequences, outcomes, practical implications, and suggestions recommended, when making decisions, by future scholars.

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The impact of COVID‐19 on school psychologists and evaluation

Hunt

Kassel

Perkins

2023

Psychology in the Schools

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With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one‐on‐one semistructured interviews specifically designed to understand the unique perspectives and experiences of school psychologists derived by the pandemic. Participants expressed concerns that little guidance or support was provided specific to testing protocols, which, many expressed, led to ethical dilemmas regarding testing and data validity, and ultimately resulted in concerns about under‐ and overidentification of students with disabilities. We conclude, evaluation decisions made during the height of the pandemic may need to be reassessed as additional data dictates. Additionally, we recognize the unique and unforeseen complexities the pandemic continues to present, particularly for minority and low socioeconomic students, and recommend school psychologists receive administrative support, guidance, and training. Additionally, we encourage individualized education program teams to work collaboratively and rely on their collective expertise when making eligibility and programming decisions.

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Ethical Leadership and Decision Making in Education

Cited by 110 publications

References 0 publications

Drawing the Triangle: How Coaches Manage Ambiguities Inherited in Executive Coaching

Drawing the Triangle: How Coaches Manage Ambiguities Inherited in Executive Coaching

Avoiding employee deviance in the hotel industry: Investigating the mediating effect of trust in leadership

The impact of COVID‐19 on school psychologists and evaluation

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