This book presents findings of a study that analyzed the ethical dimensions of administrator-preparation programs in University Council of Educational Administration (UCEA) member institutions. Data were obtained from a survey of 42 representatives of 42 UCEA institutions regarding their policies on ethical concerns for school administrators. Following two forewords and the preface, chapter 1 discusses six ways of thinking about ethics that have informed recent discussions of moral leadership. Chapter 2 offers a historical overview of ethics in administrator-preparation programs. Chapter 3 presents an analysis of the survey data. Programs explicitly devoted to ethics at 13 of the universities are described in the fourth chapter. Data indicate that many programs adopted a problem-solving or decision-making agenda, often using cases and examples. Most programs paid much attention to the analysis and development of professional and sometimes personal codes of ethics. Three categories of ethics curricula were identified--courses that stress knowledge about ethics, issue-oriented courses, and those that offer some combination of the two. The final chapter discusses issues that must occupy the attention of academics and practitioners in the coming years. It is recommended that educators engage in ongoing reflection dialogue to promote moral thinking and acting. (Contains 234 references.) (LMI)