The purpose of this study was to reflect the leadership strategies that may arise using a constructivist approach based on organizational learning. This approach involved the use of simulations that focused on ethical tensions in school principals' daily experiences, and the development of codes of ethical conduct to reduce these tensions. The study included 50 teachers who served in school leadership roles in addition to their regular teaching jobs. The teachers participated in 50 simulation sessions. The data were analyzed with ATLAS.ti 5.0. Five dimensions of tensions between leadership strategies were found to be related to the central concept of "Leadership strategies derived from simulations:" "Engaging versus Monitoring"; "Envisioning versus Implementing"; "Implementing versus Engaging"; "Monitoring versus Envisioning"; and "Articulating versus Envisioning"--demonstrating the complexity of dialogue during the simulations, which include a multifaceted model of tension between values, and codes of ethical conduct. The study findings may encourage school principals and education leaders to use simulations to help unravel ongoing ethical dilemmas in school for the development of leadership strategies based on organizational and constructivist learning theories. These learning conditions may provide fertile ground for practicing difficult ethical decision-making and thus enhance the professional development of education leaders.