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ERIC Number: EJ850669
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-1931-6569
An Examination of Professional Goal Plans and Leadership Ethics
Flumerfelt, Shannon; Ingram, Ilene L.; Smith, Julia; Brockberg, Kevin H.
AASA Journal of Scholarship & Practice, v6 n2 p10-20 Sum 2009
This article presents a mixed-methods study that examined leadership program graduates' self-assessments as they specifically related to the knowledge, performance, and disposition indicators of the Interstate School Leader Licensure Consortium (ISLLC) Standard 5 (1996). This ISLLC standard is generally referred to as the "ethics standard" by program faculty. The study revealed significantly different levels of ethical development between two program graduate groups: non-practicing (emerging) and practicing school administrators. Volunteer participants included 34 student graduates who were either non-practicing or practicing administrators from an education specialist program at a midwestern university. The independent samples t-tests revealed a significant difference in the evidence of ethical standards between practicing administrators and non-administrators. The results of this study support the notion that one cannot practice what is not known or valued. Theory and practice of ethical leadership are more fully developed as scaffolding and ontology for practicing administrator graduates than for emerging administrator graduates. Hence, emerging administrator graduates of this program are disadvantaged on learning outcomes for ISSLC Standard 5. In addition, this study highlights that a missing element in the preparation of the study's participants in both groups has been the fostering of diversity awareness and appreciation. (Contains 1 table and 2 figures.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A