Principles and Ethics for Educational Leaders (Research Paper Sample)

Principles and Ethics for Educational Leaders
Institutional Affiliation
Student’s Name
Principles and ethics for educational leaders
Abstract
The purpose of this paper is to outline and explore the ethical principles of an educational leader from a Christian perspective. The paper is founded on the assumption that the reader has a basic understanding of the Bible and the Christian faith. The discourse here in emphasizes the role of Godliness in achieving leadership objectives. The qualities of a good leader are enshrined in the Bible and the principles of leadership can be extracted from the scriptures as evidenced in this paper. The responsibilities of an educational leader includes: training, parenting, counseling and teaching. An effective leader does not only teach but also inspires the students to achieve great success. Leadership is the process through which a leader enunciates the vision of the institution and strategizes on the path to realizing the vision. An educational leader demonstrates leadership through service. It is within the obligations of any visionary leader to confine themselves to the codes of ethics, uphold the highest levels of character and commit to serving the best interest of the institution they lead.

Introduction
The standard code of ethics for professionals in the various disciplines is fundamental to leadership. Reports in the media and the dailies, each day, report of sexual delinquency among the teaching professionals, and massive corruption by chief executives. Recently FIFA the international soccer governing body was implicated in a massive corruption scandal. The prosecution of those implicated is still ongoing. There are many cases of unethical conduct in business and learning institutions that never make headline news but all the same affect the well-being of the institutions. An atmosphere that promotes the enforcement of the highest code of ethics is by all means progressive. Strong code of ethics in itself is not enough. It is the obligation of every professional to confine themselves to the ethical standards and cultivate the tradition of unconscious competence.
There are for types of professionals in any setting: the unconsciously incompetent, the consciously incompetent, the consciously competent and the unconsciously competent. An unconsciously incompetent leader is by all means a great liability to any organization. Such a leader does not have the slightest idea of what is expected of them. A consciously incompetent leader has an understanding of their incompetence. At this level they can work on their incompetence and graduate to the consciously competent category. The process of learning and skills acquisition is important for gradual development into high level competence. The unconsciously competent professionals are the leaders who have assimilated, understood and exercised the principles of leadership to such a high level that they are not even aware of their refined competence. Every leader must aspire to get to the level of unconscious competence.
In some institutions the laid out codes of ethics do not attract any penalty in case of violation. The reason for such an arrangement is to allow the code of ethics to serve only as a guide to the professionals. Even though the codes of ethics address the morality of leaders such guidelines may not comprehensively encompass the moral principles a Christian leader needs in their conduct. While indeed there are many ethical codes prescribed by the association of professionals and educational governing entities, it is the singular responsibility of an educational leader to self-impose the highest standards of ethical leadership. The initiative of establishing individual ethical codes in self-governance is essentially the first step towards fostering an environment of ethical compliance for self and for other subordinates.
Principle of self-governance
The theory of empowerment oriented leadership evaluation advocates for the principle of self-guidance in leadership functions. The theory is founded on the value of the stakeholders in any institution and the need for personal development. An empowered individual is highly productive and effective. Minimal supervision allows space for the leader to rule and overrule themselves (Fetterman & Wandersman, 2005). The freedom to make mistakes and suffer the consequence of action or inaction is a fundamental principle in leadership that is people oriented. The code of ethics effective needs to incorporate not only the essentials of professional conduct but also personal conduct. A person’s demeanor influences their capacity to lead. The perspective of an individual on humanity and life at large is pertinent to determination of the principle values central to the ethics codes. The ability to govern self relies on other critical principles discussed below.
Vision
According to Henry & Richard Blackaby vision is imperative for an institution. Revelation from God is the foundation of vision. Such a revelation may come in the form of a promise and prompted through imagery. According to Henry and Blackaby successful conveyance of a vision to the subjects technically means that the purpose of God as the source of the vision is established among his people. The success of the vision becomes fulfillment of the promises of God. A leader is a person full of vision and is passionate about achieving objectives. A principled leader seeks to accomplish the extensive vision of a progressive future for the subjects. A visionary leader is not mediocre in intensions but has a clear understanding of where they are and where they want to be in an explicit future. According to Maxwell the power to lead is derived from the vision for a great future (Maxwell, 2002, p. 1512). Exemplary leadership finds its drive from vision therefore leading with a strong resolve, passion and confidence. Purpose results to passion in the endeavor of fulfilling God’s mission. The belief in passion and the definitive objective of cultivating a strong relationship between the followers and God is the mark of a leader filled with vision and purpose.
A visionary leader has faith in the possibilities of an uncertain future. A though out resolve, both in mind and heart, to follow the leading of God and believing in the possibilities of dreams and not the setbacks of the past forms the character of a purpose filled leader.
An educational leader must pen down a strategy. It is imperative for a visionary leader to seek to improve the prevailing education system in order for it to be adoptable to the current market place dynamics. A leader without a clear vision is not fit to lead. A leader who knows where they are and where they want to be in an explicit future cannot be swayed by detractors due to their strong resolve. The knowledge and understanding exhibited by a visionary leader informs decisions thus building confidence and tenacity. It is not in the place of a visionary leader to make indiscriminate choices. A leader has to have a well spelt out plan inspired by Godly wisdom and guided by understanding. All decisions must be in synchrony with the master plan. The stakeholders must have knowledge of the plan in order to smoothen compliance across the board. The master plan serves like a tuner with respect to streamlining things if deviations and altercations are noticed.
Maxwell notes that leaders who believe that God is the foundation of the vision have a higher resolve. He notes that a vision that is divine in nature comes through revelation and is customized to serve the people. Such visions demands obedience and purposefully glorify God. All the leaders in the education circles must principally be full of vision and determination to fulfill their God given purpose. Leadership is more of a heavenly calling than a profession. Henry and Blackaby suggest that leadership is a spiritual calling as opposed to being an occupation. According to Blackaby many leaders lack in the understanding of visionary leadership. Many leaders think that a vision is a chronometer hanging on the wall choosing to refer to it only when they need to know time (Blackaby.H & Blackaby, 2001). An effective and efficient transmission of the vision defeats the mere communication done oat board meetings or public gatherings. It is something carried within the leader, moving with it everywhere and defining how they respond to situations.
Wisdom
Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding (Proverbs 4:7 King James Version). The most important quality of a leader is the ability to make sound leadership decisions. According to Apostle James in the scriptures (James 3:17) the God kind of wisdom is first of all pure, full of peace, gentle and easy to request. Such wisdom is filled with good fruits and mercy, without partiality and without hypocrisy. What James was imploring in people is the desire to inculcate the culture of wisdom in our day to day lives. A principled leader has to be wise. The confidence derived from being visionary requires the important quality of wisdom. An educational leader cannot govern his/her self steadfastly pursuing vision without wisdom.
The almighty god is the source of the pure kind of wisdom as stated by Apostle James in the scriptures. The book of proverbs in the scriptures is filled with wise counsel for all godly leaders in the education profession. All educational leaders must seek to be guided by the wise counsel of the supreme God. The book of Proverbs 2:3-6 states “My son, if you receive my words, and treasure my commands within you, So that you incline your ear to wisdom, And apply your heart to understanding; Yes, if you cry out for discernment, And lift up your voice for understanding, If you seek her as silver, And search for her as for hidden treasures; T...