Ethical Leadership in Education: a Global Perspective

Introduction What do we mean by ethics? Are there universal ethical standards? If so, what are they? Are ethics culture bound?

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 Northouse, P., 2001 Certain images used copyright © 2007 Seward Inc. and its licensors. All rights reserved. No permission is granted to copy, download, and/or save the image(s) for any purpose.

What Ethics is NOT 2 Not the Same as Feelings Feelings provide important information for ethical choices Some people have highly developed values, which make them feel bad or good depending on the situation Not a Religion Some people are not religious; ethics applies to everyone Most religions advocate high ethical standards, though they may differ due to cultural differences 2. Velasquez, M., Andre, C., Shanks, S. J. T., & Meyer, M. J., 2006

? Reflective Question Are there instances when following the cultural norms of an organization may not be regarded as ethical?

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 2. Velasquez, M., Andre, C., Shanks, S. J. T., & Meyer, M. J., 2006 Acting ethically as education leaders means creating ethical organizations.2

Five Approaches to Creating Ethical Standards 1 Utilitarian Rights Fairness or Justice Common Good Virtue Utilitarian Approach Rights Approach Fairness or Justice Approach Common Good Approach Virtue Approach 1. Northouse, P., 2007

Utilitarian Approach1 Considers consequences Tries to increase good done and reduce harm done Basic Question: What provides the greatest balance between good and harm? 1. Northouse, P. , 2007 Example: A pharmaceutical company’s decision to produce medicine for a disease though there are known side effects

? Reflective Question What are some Omani examples of a utilitarian approach to ethical decision-making?

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 1. Northouse, P., 2007

? Reflective Questions What cultural differences may impact acceptance of the Rights approach? Is the Rights approach primarily a Western standard? How does the Rights approach apply to Oman?

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 1. Northouse, P., 2007

? Reflective Questions 1. Is the disparity based on a defensible standard? 2. Or is it the result of power imbalance, and therefore unfair?

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 1. Northouse, P., 2007

? Reflective Questions Are there examples of the common good standard in Omani culture? If so, what are they?

Actions must be consistent with certain “ideal” values 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? 1. Northouse, P., 2007

? Reflective Question What virtues are most valued in Omani culture?

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

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 3. Kung, H., April, 2005

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 3. Kung, H., April, 2005

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 3. Kung, H., April, 2005 “There can be no new world order without a world ethic, a global ethic.”3

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 3. Kung, H., April, 2005

Activity 1 SMALL GROUP DISCUSSION Globalization and a Global Ethic: Human Responsibilities and Human Rights As a small group, discuss the questions shown. What are the implications of Kung’s global ethic recommendation for education leaders and policy makers? In what ways might this recommendation impact Omani secondary schools of the future? In what ways might it impact principal leadership?

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 1. Northouse, P., 2001

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. Adapted from Northouse, P., 2001 4. Carlson and Perrewe, 1995; Schminke, Ambrose and Noel, 1997. In Northouse, P., 2007.

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 1. Adapted from Northouse, P. , 2007 4. Carlson and Perrewe, 1995; Schminke, Ambrose and Noel, 1997. In Northouse, P., 2007.

Five Principles of Ethical Leadership 1 Respects Others Builds Community Serves Manifests Honesty Shows Justice Respect Service Justice Honesty Community 1. Northouse, P., 2001

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 1. Northouse, P., 2001

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 1. Northouse, P., 2001

? Reflective Questions In what ways do you as a principal facilitate a “service to others” ethic in your school? Examples?

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 1. Northouse, P., 2001

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 1. Northouse, P., 2001

Principles of Distributive Justice ? Activity 2 SMALL GROUP DISCUSSION Principles of Distributive Justice Create two situations in Omani schools where the principles of distributive justice would need to be considered in a decision-making process. 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 1. Northouse, P., 2001

? Reflective Question What is the impact of misrepresentation and broken promises on school culture?

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 1. Northouse, P., 2001

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 5. Thomas, D., 2002 Examples: Culturally different values related to: - Payment bribes - Gender biased employment practices - Confidentiality of student information

Ethical Dilemma Scenarios Activity 3 SMALL GROUP SCENARIO Ethical Dilemma Scenarios In your small group, consider the following questions related to the ethical dilemma scenarios: Directions: Participants will break into small groups (4) and develop scenarios of ethical dilemmas for Oman secondary principals. Group 1. Justice and Fairness Group 2. Respect Group 3: Honesty Group 4: Community, Serving others 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 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?

Scenarios: Leadership Ethics—Ethical Dilemmas 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? Handout

? 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?

Codes of Ethics—Professional Organizations Examples: National Education Association (NEA)

Code of Ethics of the Education Profession5 U. S 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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

Code of Ethics of the Education Profession5 U. S 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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

In fulfillment of the obligation to the student, the educator: 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. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

In fulfillment of the obligation to the student, the educator: 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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

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. 5. Adopted by the NEA 1975 Representative Assembly © 2007 National Education Association www.nea.org Used with Permission

Ethical Leadership Activity 4 SMALL GROUP DISCUSSION 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.?

School Code of Ethics Activity 5 SMALL GROUP ACTIVITY 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