Running Head: LEADERSHIP PRINCIPLES AND ETHICS
1
Leadership Principles and Ethics for High School Administrators
Angela McByrd
Liberty University
LEADERSHIP PRINCIPLES AND ETHICS
2
Abstract
This paper focuses on the principles of leadership necessary for an educational high school
administrator to successfully operate a school community. Each principle presented provides a
positive approach to the ways in which school community and culture can be affected. Ethics are
an important component of school policies and school culture. They set the tone for student,
staff, faculty, and administrators behaviors, morale, and expectations for academics.
Keywords: Hardworking, Focus, Vision, Positive Attitudes, Power, Learning
LEADERSHIP PRINCIPLES AND ETHICS
3
Introduction
Educational administrators or educational leaders are tasked with the role of guiding
teachers, students, and staff toward effective change and providing knowledge and wisdom on
various subjects. Leaders should know how this role directly affects the world around them.
Educational leaders should “know and understand various ethical perspectives, including the
value of having a diverse school community” (Rebore, 2014, p. 4). Ethical principles should act
as standards in the decision-making process for educational leaders. Thus, it is important that
educational leaders have a set of ethical principles in place that they abide by.
Ethical principles allow individuals to reflect on morals that exist within any society.
These principles allow for an ethical approach through a disciplined thought process (Rebore,
2014). This type of leading reflects positively on school culture and the roles of students, staff,
and faculty. An educational leader should focus on serving the school community and
encouraging all to perform at their best level. This also entails recognizing that the role of the
administrator is not self-serving and that any personal interests are secondary to the well-being of
the school community (Rebore, 2014).
Thus, educational leaders should partake in an ethical analysis of their own principles, the
ethical principles of philosophers, the ethical principles of different organizations, and the ethical
documents of the United States (Rebore, 2014). This type of analysis provides leaders with
insightful information into their strengths and weaknesses in ethical leadership. This analysis
“enhances management and instructional analyses of educational issues” (Rebore, 2014, p. 15).
An in-depth study of all of the different ethical documents and perspectives can help to provide a
reliable structure for making ethical decisions for the school community.
LEADERSHIP PRINCIPLES AND ETHICS
4
This paper provides a basis for leadership principles that all educational leaders should
possess. Each principle provides leaders with biblical and factual explanations for the basis of
the principles. These principles are guidelines to ensure educational leaders are providing their
school communities with the proper leadership for growth and success. School communities are
direct reflections of their leaders, therefore a basis for leadership can help to provide a strong
school community.
Leadership Principles
Principle 1: Leaders Work Hard
Throughout history, successful leaders have shown their dedication to their role through
beginning their days early. These types of leaders recognize the power of hard work and that
more work can be done if more time is spent completing the work. Proverbs 6:9-11 says “how
long, lazy person, will you lie down? When will you rise from your sleep? A little sleep, a little
slumber, a little folding of the arms to lie down— and poverty will come on you like a prowler,
destitution like a warrior” (Common English Bible). A successful high school administrator
should be prepared to enter the school community early to prepare for the day ahead. Leading by
this example can encourage teachers to come into school early to be fully prepared for a day of
teaching and learning. Leaders who work hard in this way help to set a school standard for
punctuality.
There is an important lesson here that stresses leading by example. Leaders cannot
expect their people to work as hard as them if they are not providing a basis for hard work as an
ethical principle. “If leaders want their people to go the extra mile, leaders must go two”
(Blackaby & Blackaby, 2011, p. 190). If a school community is filled with teachers who are late
to work, late to submit lesson plans, and lazy in their interactions with students, leaders must step
LEADERSHIP PRINCIPLES AND ETHICS
5
back and reexamine their role as a leader. Leaders must understand through an ethical analysis
that “each employee is ultimately a microcosm of the organizational culture and a reflection of
its leader” (Blackaby & Blackaby, 2011, p. 190).
Leadership requires much effort and is difficult work. Leaders have influence over the
people they work with, regardless of whether they want to have that influence. A successful
leader cannot let others do all of the hard work while idly sitting by. Leaders have to be willing
to work hard and make sacrifices to create a sustainable school community that is also hard
working. They should be striving for “professional excellence of the highest caliber by
enhancing professional knowledge, skills, and abilities for ourselves and our colleagues”
(Virginia Department of Education, 2018).
Principle 2: Leaders Maintain Vision
One of the most important issues for educational leaders is creating a vision plan with
goals for the school community. There are so many major components to the structure of a
school community that it can be easy to lose focus of the original vision and goals for the school.
Thus, educational leaders must plan diligently ahead of time. If there are pressing issues or
concerns happening within the school, leaders must decide which issues are the most important
to focus on. To discern the most important issues, leaders must research the facts surrounding
the issues. Proverbs 18:15 says “an understanding mind gains knowledge; the ear of the wise
seeks knowledge” (CEB). Understanding the problems that exist and determining the best
course of action will help to provide a solid vision. With a vision in place, leaders must be able
to balance that vision with the necessity to complete it. This is why leaders must be able to
discern what is important and what is not because it becomes easy to be sidetracked by
secondary concerns (Blackaby & Blackaby, 2011). With vision, leaders can plan for long-term.
LEADERSHIP PRINCIPLES AND ETHICS
6
Planning enables school communities to effectively mobilize all resources to achieve goals and
overcome any anticipated challenges (Blackaby & Blackaby, 2011).
Principle 3: Leaders Maintain Positive Attitudes
In the pursuit of educating future leaders of the world, there can be much adversity that
exists to undermine the process. Therefore, it is natural for educators to become discouraged in
their pursuits. However, “a fundamental role of leaders is to maintain a positive attitude under
every circumstance” (Blackaby & Blackaby, 2011, p. 203). Establishing a school culture of
positivity relies on all stakeholders in the school community. However, the role of a leader is
most important because it sets the tone for all other stakeholders. It is easy to assume that
leaders who recognize and succumb to the negative issues surrounding their organization are
being realistic, but if leaders lack a positive attitude in the face of adversity, they cannot expect
the morale of their people to reflect a positive attitude either. Thus, leaders must persist in
remaining optimistic because it enhances the morale of people.
When leaders do find themselves with a negative attitude, they must evaluate what has
caused that attitude. They must ask themselves how can they change their attitude to be more
positive and fulfilling. Seeking time with God is a wise practice for leaders who want to change
their attitude about situations. Spending time in Scripture and prayer can help in maintaining a
positive attitude as well. Philippians 4:8 says “'if anything is excellent and if anything is
admirable, focus your thoughts on these things: all that is true, all that is holy, all that is just, all
that is pure, all that is lovely, and all that is worthy of praise” (CEB). Lastly, having
accountability partners can help keep leaders in a positive mindset. These accountability
partners can remind the leaders of their vision and to focus on the positive, rather than negative
outcomes.
LEADERSHIP PRINCIPLES AND ETHICS
7
Principle 4: Leaders Are NOT Power Hungry
A thriving school community cannot operate under an authoritative structure or
individual. The motives and actions of individuals in a position of power within a school
community can negatively affect the culture of the organization (Rebore, 2014). Power is an
illegitimate source of influence because there is a risk of losing valuable staff or employees to
other competitors. If there are power struggles occurring within a school community, the morale
of faculty members, students, and staff is at jeopardy. Although school administrators are in a
position of authority, it is their job to ensure all parties are active members in the school
community.
Instead of having an authoritative role filled with a power hungry mind-set, educational
leaders should recognize the need for empowerment of all members of the school community –
teachers, students, parents, and staff members. Teachers are empowered through having a stake
in the decision-making process regarding school policies and procedural changes that affect the
school community (Rebore, 2014). Teacher empowerment also includes allowing teachers to
develop a vision or plan for their classrooms individually that focuses on growth and
sustainability. Student empowerment is a reflection of the empowerment of teachers. It exists
because it is derived from a school culture that “promotes an intense focus on students, flexibility
and resourcefulness, and risk taking and experimentation” (Rebore, 2014, p. 158). Students
should have a stake in their learning and be active participants in the school community. This
can be done through allowing students more autonomy within the school, such as through
leadership roles, peer mediation groups, and group activities. This type of empowerment is
stressed in Proverbs 27:17, which says “'As iron sharpens iron, so friends sharpen each other’s
LEADERSHIP PRINCIPLES AND ETHICS
8
faces” (CEB). School communities are meant to work as a group to ensure the welfare of the
community. This cannot happen if school leaders assume all the power within the school.
Principle 5: Leaders Value Learning
The most important facet of life is learning. It is only fair to assume that school leaders
should value learning because schools are centers of learning. Schools have an obligation to
provide students with the best education possible and to involve the community in developing
educational policy (Rebore, 2014). If an educational leader has no value in learning, the school
community will show no true value of learning. Proverbs 4:1 says “'Hear, children, fatherly
instruction; pay attention to gain understanding. I’ll teach you well. Don’t abandon my
instruction” (CEB). This phrase stresses the importance of learning and not abandoning the
importance of instruction.
Educational leaders should also recognize and understand that learning is a
developmental process. It is a life-long process that has to have personal value to each
individual. At times when students may consider school an unnecessary evil, administrators
should present valuable information about the importance of learning. Informing students about
learning occurring over the course of a life can help students to understand the importance of
learning. Educational leaders should also ensure that teachers are providing opportunities for
learning to be joyful, rather than a daily necessity. Students deserve a quality education that
reflects the cultures of society and is relatable to their own lives.
Principle 6: Leaders Accept Responsibility for Their Actions
Educational leaders make decisions daily for the welfare of their school communities.
These leaders must have the skills necessary to make decisions and to accept the positive or
negative repercussions of those decisions. This means leaders must be willing to evaluate all
LEADERSHIP PRINCIPLES AND ETHICS
9
possible opportunities prior to making a decision. Proverbs 15:28 says “The righteous heart
reflects before answering, but the wicked mouth blurts out evil” (CEB). Leaders having the
wisdom to think before speaking and making a decision can eliminate many of the issues that
occur as a result of poor decision-making. Educational leaders who are careful to consider
matters and reevaluate their decisions are acting in a virtuous manner about the path ahead.
After considering and making a decision, there is always a chance for negative
repercussions. Educational leaders must be willing to accept responsibility for the school
community and operations and for their personal actions. The Model Code of Ethics (2018) for
Educators stresses the importance of “holding oneself responsible for ethical conduct.”
Educational leaders should be able to admit their mistakes and receive constructive criticism
from their peers. Proverbs 15:31 says “The ear that listens to life-giving correction dwells
among the wise” (CEB). A wise leader is able to receive and value criticism. When there are
negative consequences to a decision made, educational leaders should refuse to blame those
around them and accept the implications of their choices.
Leaders become truly effective when they learn from their mistakes after taking
responsibility for their actions. “Mistakes made once can often be overcome and transformed
into catalysts for personal growth and future success” (Blackaby & Blackaby, 2011, p. 232).
This growth can come from the words of a peer or from God. Leaders must be open to reproof
from God and avoid repeating the same mistakes.
Conclusion
Educational leadership requires many ethical principles that together form the standards
and basis for a thriving, positive school community. School communities are a direct reflection
of their leaders. Therefore, it is the role of educational leaders to follow a list of guidelines.
LEADERSHIP PRINCIPLES AND ETHICS
10
Leaders must work hard to ensure that all active members of their school community are also
working hard. Leaders must also maintain a vision of goals for their school community. Having
the proper focus can help keep leaders from unnecessary distractions. Leaders must also
maintain positive attitudes. In order to foster a positive school culture, leaders must exhibit a
positive manner in all ways, despite any setbacks. Leaders must empower their school
community and not focus on the level of power they have. Their duty is to serve and share the
role of leadership in allowing all entities to participate in the decision-making process. Leaders
must also value learning as a continuous process for teachers and students. Placing value on
learning will create a positive school culture that is academic focused. Finally, leaders must be
willing to be responsible for their actions and learn from their mistakes. All of these positive
actions will help to create a school culture rooted in positivity, growth, and success.
LEADERSHIP PRINCIPLES AND ETHICS
11
References
Blackaby, H. & Blackaby, R. (2011). Spiritual leadership. Nashville, TN: B&H Publishing
Group.
NASDTEC. (2015). Model Code of Ethics for Educators. Washington, DC: NASDTEC.
Rebore, R. W. (2014). The Ethics of Educational Leadership (2nd edition). Boston, MA: Pearson.
Virginia Department of Education. (2018). VDOE Code of Ethics.
