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Personal Ethics
Tennille Love
School of Education, Liberty University
EDUC 740: Leadership Principles and Ethics
Dr. Veronica Sims
October 16, 2020
Correspondence concerning this article should be addressed to Tennille Love,
School of Education, Liberty University, Lynchburg, VA 24515, United States.
Email: tlove5@liberty.edu
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Abstract
True ethical leadership is based on Godly principles. Those principles include wisdom,
collaboration, shared leadership, inclusion, and effective decision-making. Educational leaders
must exhibit these principles when leading a school community. Those that lead in educational
communities designated to serve disconnected or at-risk students with specific challenges must
be even more vigilant to seek God's wisdom and follow His principles in navigating a more
complex course. One's total submission to God is the essence of ethical leadership because it will
yield the opportunity for Him to use the leader to positively transform the lives of those they
serve. While educational leaders are bound to follow universal and specific laws and codes that
govern their professional behavior, one must remain mindful that God's Word is the ultimate
guide that governs all. Having been created in the image of God, leaders must emulate Him in
their work as educators. Understanding the unique needs of all stakeholders and endeavoring to
meet those needs equitably and inclusively is the work of all Godly leaders.
Keywords: Ethical principles, disconnected students, wisdom, submission
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Personal Ethics Paper
This paper analyzes the concept of ethical leadership through the lens of academic re-
engagement of disconnected students. Through an examination of current literature, this paper
will outline and explain the various required tenets of an effective and Godly educational leader,
which are: leadership principles, ethical attitudes, ethical relationships, and ethical decisions. As
an educational leader working with disengaged and at-risk high school students, one must lead in
an informed, ethical, effective, and empathetic manner. The work of educational re-engagement
cannot be done in a silo, it requires leaders to strategically build collaborative relationships with
both internal and external stakeholders to aid students and families identify and overcome the
barriers that place them at at-risk of dropping out of school. Therefore the fundamental element
of leadership is relationship—with one’s relationship to God being the most important.
Leadership Principles
When articulating this leadership style within the context of education, a servant leader
must put the needs of their faculty, staff, and students first. Such leaders must seek to share the
power with his subordinates and contemporaries in efforts to improve the overall educational
community. Wyatt (2018) notes that a pro-learning school culture is highly dependent on
pedagogic processes, quality school leadership, and a motivated and engaged teaching staff. As
noted in the English Standard Version of Proverbs 2:6 Solomon writes, "For the Lord gives
wisdom; from his mouth come knowledge and understanding." This biblical precept implores
one to always remember that you cannot do the will of God, without the wisdom of God.
Blackaby and Blackaby text
Blackaby and Blackaby (2011) note that, "The world needs professionals who know how
to apply their faith in the boardroom, in the classroom, in the courtroom and the operating room".
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The mark of a true leader is one who aligns his service to God's will. This is true of educational
leaders as well. Hence, regardless of the capacity in which you are a leader, one can only lead
effectively if they demonstrate faithful obedience to God's will. Such obedience requires one to
learn, know and understand God's will and how best to apply it to one's life. Blackaby and
Blackaby (2011), also notes that leaders should enlist the best possible people to work with and
to advise them. As such, the need for sharing or distributing of leadership responsibilities is
paramount.
Rebore text
Rebore (2014) notes that participative leadership requires that all members of the school
community are empowered which will allow them to practice autonomy over their lives and
decisions. A key member of the school community is the student. Hence, students must be taught
and trained the necessary leadership skills that will empower them to become independent and
responsible participants in their own educational experience. When using a shared leadership
approach within an educational community of disengaged students, one must use wisdom to
investigate and implement best practices to equip this population of students with the tools
necessary to foster re-engagement and completion.
Prayer Reflection Report
Due to the devastating phenomenon of COVID-19, educational leaders have been forced
to practice both innovative and shared leadership approaches to retain, reclaim and re-engage
their students. The President of Sinclair Community College continues to lead an army of leaders
in their endeavors to meet the needs exposed by the health, economic and social pandemics.
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Sinclair unveiled a 75 to 25 (75%-virtual to 25%-in-person) design to deliver instruction during
the Fall semester. This decision exemplified Principle I of the Licensure Code of Professional
Conduct of Ohio which notes, "Educators must behave professionally, realizing that one's actions
reflect directly on the status and substance of the profession" (ODE, 2019). Hence, the actions of
educational leaders to identify and meet the needs of their students fulfill these ethical doctrines
of the profession.
Proverbs readings and presentations
As expressed by Dr. Karen Parker (n.d.), ethical leadership is tantamount to shepherd
leadership. Such leadership requires one to follow Godly principles to recruit, connect, guide,
correct and coach their followers. As an educational leader, one must carry out all required duties
with the same care and concern as that of a shepherd for their flock. One must make it a priority
to treat every case uniquely and with empathy, wisdom, and discernment. Ethical leadership
requires submission to God to be used as His vessel in the guiding of His people.
Related reading assignments
As a leader, regardless of whether one is on the field of play, in the classroom, or
managing a business, one must avoid the “my” focused attitude. In the book entitled, Tribal
Leadership: Leveraging National Groups to Build a Thriving Organization (Logan et al., 2011),
the authors describe the various levels or stages of leadership. As a “stage three” leader, one is
mostly focused on themselves. However, one must be intentional to focus on developing an
overall culture that promotes organizational success above personal successes.
Course presentations
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Dr. Pearson (n.d.) highlights biblical principles related to Christian educational
leadership. She noted that the key component of effective and ethical leadership is for a leader to
be a follower of Christ and to follow God's will for their life. She also notes that once a leader
knows and is living by biblical standards, then making ethical decisions becomes easier.
Expounding upon that point, she noted that Christian leaders must act by the absolute authority
of the Word of God and not in alignment with situational and cultural standards.
Ethical Attitudes
Blackaby and Blackaby text
As an educator, it is especially important to lead by example. Students come from various
backgrounds and are dealing with numerous challenges. They are looking for someone to be an
anchor that holds firm in the storms of life (Blackaby & Blackaby, 2011). Through the Holy
Spirit, one must practice consistency to be the spiritual leader students need. Submission to God
and His ways is the fundamental attitude of first priority. Followed by possession of wisdom and
understanding; application of personal integrity and ethical practice; and demonstration of focus
and perseverance. All of these principle attributes are dependent upon submission, to God
(Blackaby & Blackaby, 2011).
Rebore text
In much the same way that the Holy Spirit can use one's experiences, successes, and
failures to teach the spiritual leader to be submissive, He can also use one's education and formal
and informal learning encounters, including professional development, to enhance one's wisdom
and understanding. However, doing things and making decisions God's way is even more
important. This underscores the principal position that submission holds in the life of the
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spiritual leader; to discern, understand, and follow God's direction, one must concede to His
leading (Rebore, 2014).
Prayer Reflection Report
When reflecting on the untimely departure of a leader one more vividly reminded to be
submissive to following the Lord’s leadership. When leadership changes occur, one's focus to
follow God's direction must remain constant. Leaders that honor God through their submission
will never be left void of the promised harvest of obedience. Those under the leadership of a
submissive leader will also reap the benefits of God's promises.
Proverbs readings and presentations
Submission to God is the priority, being an essential and crucial preparation for any role
as a spiritual leader. Leaders can only truly act as spiritual leaders when they come to the
understanding that they are simply instruments of God for service to Him. The only conclusion
that makes sense is that the will of the leader must be placed in submission to the One who will
lead the leader. Solomon advises, "Trust in the LORD with all your heart, and lean not on your
own understanding; in all your ways acknowledge Him, and He shall direct your paths"
(Proverbs 3:5–6)
Related reading assignments
For students to be successful in the rapidly changing environment of the 21st century,
educational leaders must move beyond the delivery of their education as that of efficiency,
measurement, and performance (Starratt, 2012). Furthermore, Ehrich, Harris, Klenowski, Smeed,
and Spina (2015) expressed “ethical school leadership becomes imperative in a context of
increasing performance-driven accountability” (p. 197). Doing so will provide educational
leaders the required foundation to draw from when leading efforts to provide students
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appropriate learning opportunities: despite the challenges posed by policies mandating high-
stakes accountability measures (Ehrich et al., 2015; Starratt, 2004, 2011, 2012). This is especially
the case when leading a school community of disconnected and at-risk students.
Course presentations
According to the presentation entitled, "How Does This Relate to the Educational
Leader" (n.d.), Blackaby and Blackaby (2011) note that ethical leadership is rooted in one
indisputable principle, that a leader’s decisions must be rooted in the Word of God. Therefore,
leaders must conduct themselves according to God’s standards. Because we are created in God’s
image one must strive to do what is right in His sight. Therefore, one must call on Jesus to guide
us through every trial that we face. God’s truth is the foundation upon which all ethical decisions
are to be made. Therefore, leaders must honor God in their commitment to study God’s Word to
be prepared to practice His standard of leadership.
Ethical Relationships
Blackaby and Blackaby text
Leaders are in the business of developing new leaders. Practicing the principles of
communication and collaboration sets the example for their followers (Blackaby & Blackaby,
2011). Therefore, leaders must emulate Christ in how they develop and maintain their
relationships with staff, students, and families. This notion is articulated in the code of
professional conduct for teachers in Ohio. It states, "Educators shall maintain a professional
relationship with all students at all times, both in and out of the classroom" (ODE, 2019). Using,
clear, concise, and appropriate communication allows leaders to foster ethical and collaborative
relationships with both subordinates and students.
Rebore text
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Rebore (2014) notes that educational leaders must engage in dialogue to understand the
uniqueness inherent of diverse cultural backgrounds. Hence, without compromising one's own
beliefs and commitments, leaders must seek to understand by, "holding values in relationship
with the values of other people and not in isolation from them" (p. 60). For one to esteem
another's values, one must relate to them. Leadership is a reciprocal relationship.
Prayer Reflection Report
In praying for all leaders, specifically those in education, one must ask for discipline and
a spirit of inclusiveness. By allowing themselves to be guided and governed by the Holy Spirit,
especially when faced with extraordinary circumstances, leaders will acknowledge the
differences of their students and differentiate their leadership of them accordingly. Good
leadership must practice an openness to varied perspectives, a teachable attitude, and divine
wisdom. Christ is the perfect example of effective leadership. His model demonstrates how
leaders are to: navigate unexpected loss, initiate the recovery phase during a transitional period,
and create a culture of teamwork.
Proverbs readings and presentations
Using a reciprocity framework, Proverbs chapter 4 makes it clear to Godly leaders that
doing what is right is the most important aspect of ethical leadership. Therefore, leaders must
model the behavior they expect to be reciprocated towards them. Their conduct within every
relationship they forge must be pleasing in the sight of God. An educational leaders' relationships
must always seek to uphold the holistic safety and well-being of all their students, regardless of
their background of unique circumstances.
Related reading assignments
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The Model Code of Ethics for Educators, Principle III (2015) states, “The professional
educator promotes the health, safety and well-being of students by establishing and maintaining
appropriate verbal, physical, emotional and social boundaries”. This includes students with
disconnected and disabled students. Based on the news article about Harvest Deaf Ministries,
the leaders exhibited unethical relationships with their students (Massey, 2020). Relationships
that are based on actions of abuse, manipulation, and humiliation are not of God.
Course presentations
Dr. Ackerman (n.d.) encourages leaders to remember that it is about people first. Leaders
must learn and apply the laws which govern how students with disabilities are to be treated to
ensure they provide educational access inequitable ways. Therefore, leaders must relate to all
students, including disconnected and disabled students by modeling Godly principles. Leaders
must take the necessary steps to understand the unique needs of their staff, students, and families
to build positive and productive relationships with them using an inclusive approach.
Ethical Decisions
Blackaby and Blackaby text
Rather than basing one’s decision-making primarily on human norms, the spiritual leader
must follow the leading of the “Holy Spirit [who] reveals God’s will through four primary
avenues: prayer, Scripture, other believers, and circumstances” (Blackaby & Blackaby, 2011, p.
221). Leaders will agree that diligence in getting all the facts is one of the most important factors
in making the correct decision. The practice of diligence in personal integrity and ethics, added
to the wisdom and understanding that only comes from submission to the will of God is
essential.
Rebore text
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When it comes to ethical decision-making, Rebore (2014) advocates the deontological
approach, which calls on the decision-maker to identify the problem, analyze the alternative
solutions, compare them to norms, and then choose the solution that matches the highest norm.
Prayer Reflection Report
The President of Sinclair Community College as well as the members of his COVID-19
taskforce took their time to gather all available information before deciding to offer a hybrid
model of instruction. This decision required meticulous research, student and staff input,
budgetary adjustments, and careful consideration of all possible outcomes. The decision was not
unilateral. Using a team approach, the president and his cabinet have successfully protected the
safety and well-being of students while providing rigorous and high-quality education to the
Sinclair community.
Proverbs readings and presentations
Proverbs 18:1-24 (English Standard Version), tells us that those who see to isolate
themselves seek their desire, and that fools find displeasure in understanding. Hence, Godly
decision making requires Godly wisdom and understanding. Wise leaders do not separate
themselves from others during the decision-making process. Only God is omniscient, therefore
leaders need to share the weight of decision-making by empowering others to provide valuable
input.
Related reading assignments
The Model Code of Ethics for Educators makes it clear that educators are to promote
effective and appropriate relationships with their students, families, and colleagues. Such
relationships can yield positive working partnerships that allow students to achieve academic
success in a safe environment. Therefore, students, families, colleagues must be included and
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considered in the decision making process that will impact students' academic and life outcomes.
This can be accomplished via a shared vision that reflects the values of both internal and external
stakeholders.
Course presentations
Ethical decision making requires Godly wisdom. God will give wisdom to those who ask
for it. Dr. Hawkins (n.d.) notes that making decisions must be timely and fit the matter at hand.
Therefore, one must be saturated in the Word of God, and give direction and rely on the biblical
principles for guidance. One must also know how to apply Godly truth to a particular situation.
Hence, one must establish goals and use wisdom in making the required decisions to meet those
goals ethically. Godly wisdom and principles must be the navigator to deciding how best to meet
goals or address issues as they occur.
Conclusion
The principle of submission to God stands as the primary principle necessary for
development as an ethical leader. As an educator, one's service to God is a catalyst for learning
and character development for His students. Leaders working with disconnected youth are faced
with guiding students' academic journeys while they navigate a minefield of internal and external
barriers. Their leadership transcends the confines of their building. Because of its potential to be
transformative, having a clear understanding of how to maximize their leadership amid the
various challenges they face as to not lose focus on the means to the ends for their students is
essential. The practice of ethical leadership can provide leaders the necessary underpinning to
lead in a transformative manner when done Gods’ way.
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References
Ackerman, B. (n.d.). Ethics with students with disabilities. [Video].
https://canvas.liberty.edu/courses/44870/pages/watch-ethics-with-students-with-
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Blackaby, H. & Blackaby, R. (2011). Spiritual Leadership (Rev. ed.). Nashville, TN: Broadman
& Holman Publishing.
Ehrich, L. C., Harris, J., Klenowski, V., Smeed, J., & Spina, N. (2015). The centrality of ethical
leadership. Journal of Educational Administration, 53(2), 197.
Hawkins, R. (n.d.). Ethical Practices on a Personal Level. [Video]
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Kouzes, J. & Posner, B. (2017). The Leadership Challenge (6th. ed). Hoboken, New Jersey: John
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natural groups to build a thriving organization. Harper Business.
Massey, W. (2020, September 5). Deaf school in North Georgia faces allegations of harsh
treatment from former students, staff: Chattanooga Time Free Press.
https://www.timesfreepress.com/news/local/story/2020/sep/05/deaf-school-north-georgia-
faces-allegations/531597/
Master Code of Ethics for Educators, (2015). National Association of State Directors of Teachers
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Ohio Department of Education (2019). Licensure Code of Professional Conduct for Ohio
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Parker, K. (n.d.). Ethics in Leadership. [Video].
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module_item_id=4450479
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Rebore, R. (2014). The ethics of educational leadership. Upper Saddle River, NJ: Pearson.
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References
