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leaders ethics and schools

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C H A P T E R 1 Leaders , Ethics, and Schools  A Search for Clarity THE INHERENTLY MORAL NATURE OF LEADERSHIP As Thomas Sergiovanni (1990, 1996) and Robert Starratt (2004) observed, educational leadership is productively conceived in terms of service to students, staff, and society. Although there are lots of ways to get into leadership, sustaining leadership over time requires moral sensitivity and sophistication, always with an eye to service on behalf of others. Ethical issues such as accommodating high-stakes testing, preserving free expr ession while limit ing hate speech and religious solicitation, and discouragi ng cheating and violence of every sort are examples of c ommon morally laden assign- ments for school administrators. In addition, service-o riented moral leadership con- fronts a host of  ethical dilemmas (Price, 2008). The moral dilemmas they confront include such things as equitable distribution of resources among departments, alleged but unintended harassment among employees , the equitable implementation of var- ious employee incentive protocols, and balancing of the contentious claims of adver- saries, to name but a few. The point of doing ethics both as individuals and collegially with others is to solve prob- lems fo r th e we ll -bei ng of al l invo lv ed (How ar d & Korrer, 2008). There wo ul d pr obably be le ss stress in lea der shi p pos iti ons if lea der s pay att ent ion to de ve lop ing and mai nt ain ing an app ro- priate moral vision for their schools and districts (Strike, 1999). Such vision, when realized, is constitutive of the moral architecture of a school or  communi ty. Until recently no distinction was made between ethics and morals. Indeed, a cursory review of college course catalogs in any decade or century shows that regardless of course title (morals or ethics), course substance is largely the same.  Ethics and morals both equally referr ed to prescri ptive rules or principle s of  action, rules presumably designed to make things be tt erinsomeimpo rt an t sense by gu iding ap pr op ri at e ac ti on. No te the us e ofth e word action where one might have reasonably anticipated the word  behavior. The moral world is not about behavior per se but rather about action. 1

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