The dilemma of ethical behavior within the context of school leadership
Abstract
The purpose of the present study was to investigate the ethical behavior of practicing school principals, using the Indiana Professional Standards Board (IPSB) Standards for Building Level Administrators as a guide. Utilizing self-assessment and external assessment as provided by their faculty, the research attempted to empirically identify behavior of the principal while carrying out their respective daily routine of operational management of the school as a whole. This researcher attempted to answer the primary research questions: What impact does professional development training related to IPSB Standard #5, Acting with Integrity and Fairness and in an Ethical Manner, have on improving student outcomes in selected urban schools. And, What behaviors relate to principal success, specifically, what common behaviors, knowledge, and/or dispositions that are identified by teachers are those that distinguish a principal who rates high on IPSB #5. Although this study did not provide a sound basis for the measurable impact of professional development training provided by CEL related to IPSB Standard #5, this study would suggest that all principals should understand the innate value of quality professional development. Furthermore, its direct impact on ensuring the advantages of remaining on the cutting edge of leadership must likewise be considered.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
School administration|Educational theory
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