| Entering the new millennium, myriad challenges face those who are responsible for the education of the nation's children. Since the 1983 release of A Nation at Risk, the media, along with politicians, have called for school reform, citing poor teaching and hollow leadership for students' failure to meet minimum academic standards. The political rhetoric has been accepted without question. Subsequently, educational leadership has been driven to apply contrived responses to complex social issues, resulting in many failed attempts to "reform" schools. It is proposed in this research that it is not an issue of reform, but rather transformation. Necessary to this transformation is leadership that is motivated by a commitment to ethical relationships.; The purpose and soul of this research project was to explore the underpinnings of ethical leadership. A study of ethical thought was initiated. Readings in ethics presented two strands of ethical thinking: Western philosophical thought that valued the technical rational abstract world and the contemporary work of philosophers that honored the feminine "voice" in developing a field of ethics rooted in relationships. Both schools of thought have been reflected in school leadership practice and it is the latter that has received increased attention from scholars in the field of educational leadership.; Starrat and Sergiovanni recognize ethical leadership as the key to transforming school culture to meet the diverse needs of the 21st century student. To respond to their calls for research that could shed light on what actual ethical behaviors may look like in daily practice, a survey was designed to assess elementary principals' perceptions of the extent relational ethics influences their interactions within the school community. The four virtues of prudence, justice, fortitude and temperance were used as a lens to view administrator practice. Variables were identified that may influence the frequency of an administrator to practice ethical behaviors rooted in relationship within the school community. In the analysis, certain independent variables were positively correlated with increased frequency of virtuous practice. Written responses surfaced the passion and resolve educational leaders express toward serving their primary concern---students. |
