Bon, S. C., Gerrick, W. G., Sullivan, D. & Shea, C. (2006).

Ethical Leadership: A Case Study

Framework. Academic Exchange Quarterly, 10(2). LEADERSHIP Ethical Leadership: A Case
Study Framework Susan C. Bon, George Mason University
W. Gregory Gerrick, Ashland University Dan Sullivan, Ashland University
Sheryl Shea, Ashland University Bon, J.D., Ph.D., is Associate Professor of Educational
Leadership in the College of Education and Human Development, Gerrick, Ph.D., is Director and
Professor of Doctoral Studies in Educational Leadership, Sullivan is doctoral student in
Educational Leadership, and Shea is doctoral student in Educational Leadership in the College of
Education Abstract The case study method is proposed as a pedagogical approach to encourage
and support dialogue and reflection on the role of values and ethics in educational leadership. In
this paper, a case study is introduced and analyzed using four domains of ethical leadership. The
connection between ethics and leadership is examined using leadership models as a guiding
framework for analysis of the case study. Introduction In light of the major ethical challenges
facing society, educational leadership programs must be designed to emphasize and promote
ethical behavior. The ongoing discussion of ethics (see e.g. Beck, Murphy & Assoc., 1997; Shapiro
& Stefkovich, 2000; Starratt, 1991) reveals an urgent need for ethical and moral leadership in
schools and society at large. According to Shapiro and Stefkovich, the teaching of ethics is
critical in the preparation of educational leaders (p. 5). While almost all leadership programs
profess to encourage ethical behavior, there is disagreement about the instructional methods that
will enhance the ethical practice of educational leaders. A successful leadership program needs to
prepare educational leaders who are sensitive to the demands of an increasingly diverse and
complex environment. Beckner (2003) observed: In an earlier and more homogeneous society,
desirable ethical decisions were easier to discern if not always easy to follow. People tended to be
directed by widely accepted rules and expectations. With the development of a more pluralistic
society (and better recognition of that pluralism), more support for Susan C. Bon, J.D., Ph.D.
Part 5: Evidence of Teaching Scholarship

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individual freedom, more value given to the powers of reason, this relatively simple life has
changed. (p.5) Accordingly, the focus on ethics for preparation of educational leaders must be
meaningful and designed to provide both a theoretical and practical knowledge base that will
advance ethical leadership. Case Study Analysis In recognition of the increasing importance of
ethics as a function of educational leadership, the use of case studies as a pedagogical approach to
teach practical application of theories in educational administration has gained wide recognition
and acceptance. According to Milheim (1996), [w]ell-designed cased studies can provide a
significant link between concepts learned in a traditional classroom and their eventual
application in a professional work environment (Discussion section, para.3). Case studies
provide instructors with an effective tool adaptable to a variety of learning mediums. Text-based

formats, role play, group discussion, videotape, and computer simulations are effective tools used
to present case studies to students. These teaching tools avail the student of multi-sensory
materials that more closely resemble real world experience (Curtis & Gluck, 1993). Starratt (1991)
explains that too often practitioners fail to receive sufficient practical guidelines to inform their
daily actions. This learning gap is significantly narrowed when the practitioner is able to
supplement case study learning with life experiences. Milheim (1996) suggests that knowledge
acquired through situated learning is amplified by engagement of the learner, instructional
materials, and the environment. The net effect provides the practitioner with the knowledge and
experience necessary to improve daily decision making (Milheim, 1996). Thus, this paper uses
the case study approach as a vehicle to enhance the relationship between theory and practice.
Shapiro and Stefkovich (2000) have made significant strides toward bridging the gap between
theories of ethical leadership and the practice of educational leaders. As advocates of reflective
practice, they recognize the value of the case study approach to teaching ethics. Building upon the
work of other scholars (see e.g., Beck, 1994; Starratt, 1994; Strike, Haller, & Solstice, 1988) they
have advocated a multiparadigm approach to case study analysis. Specifically, Shapiro and
Stefkovich identified a conceptual model that reflects multiple domains of ethical leadership,
including the ethics of justice, care, critique, and the profession. The Ethical Domains of
Leadership Beck and Murphy (1997) view ethical leadership as a two step process. First, leaders
must view ethics as a set of fundamental principles that guide their decision making process.
Applying ethical principles to daily decision making affords the leader the opportunity to make
decisions that are ethically sound (Furman, 2003). Second, Beck et al. contend that leaders must
embrace ethics as a necessary element of character. Accordingly, Ethics is less about making
decisions using objective principles and more 2

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individual freedom, more value given to the powers of reason, this relatively simple life has
changed. (p.5) Accordingly, the focus on ethics for preparation of educational leaders must be
meaningful and designed to provide both a theoretical and practical knowledge base that will
advance ethical leadership. Case Study Analysis In recognition of the increasing importance of
ethics as a function of educational leadership, the use of case studies as a pedagogical approach to
teach practical application of theories in educational administration has gained wide recognition
and acceptance. According to Milheim (1996), [w]ell-designed cased studies can provide a
significant link between concepts learned in a traditional classroom and their eventual
application in a professional work environment (Discussion section, para.3). Case studies
provide instructors with an effective tool adaptable to a variety of learning mediums. Text-based
formats, role play, group discussion, videotape, and computer simulations are effective tools used
to present case studies to students. These teaching tools avail the student of multi-sensory
materials that more closely resemble real world experience (Curtis & Gluck, 1993). Starratt (1991)

explains that too often practitioners fail to receive sufficient practical guidelines to inform their
daily actions. This learning gap is significantly narrowed when the practitioner is able to
supplement case study learning with life experiences. Milheim (1996) suggests that knowledge
acquired through situated learning is amplified by engagement of the learner, instructional
materials, and the environment. The net effect provides the practitioner with the knowledge and
experience necessary to improve daily decision making (Milheim, 1996). Thus, this paper uses
the case study approach as a vehicle to enhance the relationship between theory and practice.
Shapiro and Stefkovich (2000) have made significant strides toward bridging the gap between
theories of ethical leadership and the practice of educational leaders. As advocates of reflective
practice, they recognize the value of the case study approach to teaching ethics. Building upon the
work of other scholars (see e.g., Beck, 1994; Starratt, 1994; Strike, Haller, & Solstice, 1988) they
have advocated a multiparadigm approach to case study analysis. Specifically, Shapiro and
Stefkovich identified a conceptual model that reflects multiple domains of ethical leadership,
including the ethics of justice, care, critique, and the profession. The Ethical Domains of
Leadership Beck and Murphy (1997) view ethical leadership as a two step process. First, leaders
must view ethics as a set of fundamental principles that guide their decision making process.
Applying ethical principles to daily decision making affords the leader the opportunity to make
decisions that are ethically sound (Furman, 2003). Second, Beck et al. contend that leaders must
embrace ethics as a necessary element of character. Accordingly, Ethics is less about making
decisions using objective principles and more 2

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about living morally in specific situations (Beck et al, p.33). Furman (2003) summarized this
two step process as follows: These two approaches to thinking about ethics as principles for
decision-making or as individual character are different in their emphasis; however when
reduced to their essentials, both approaches focus primarily on the individual as ethical actor; in
doing so both imply or reinforce the notion that individuals are the primary moral agents who
have impact on schooling. (p. 6) Starratt (1991) suggests that leaders should be guided in their
roles as moral agents by the three ethical domains of justice, care, and critique. The literature is
replete with discussions about these three domains of ethical leadership typically referred to as
the ethics of justice, ethic of care and ethic of critique (Starratt, 1991, 1994; Shapiro & Stefkovich,
2000). Shapiro and Stefkovich added to this discussion by proposing to include the ethic of the
profession to these existing ethical viewpoints. If their premise is accepted, then, there are four
ethical viewpoints that should be used to guide the decision-making processes of educational
leaders. In this paper, these four domains are used to analyze a case study in educational
administration; thus providing a concrete application of these ethical leadership domains. The
application of the ethics of justice, care, critique and profession is designed to bridge the gap
between theory and practice and test the effectiveness of Shapiro and Stefkovichs model with a

typical dilemma Changing Jamies Teacher - faced by educational leaders. [1] Changing Jamies
Teacher Ms. Mary Richards is the new principal of Selter Elementary School, which is a large
school serving a K-5 student population. She has enjoyed a reasonably smooth first week of
school and is beginning the second week today. Her predecessor retired after a 30-year career in
the district and has already moved out of the district. While reading through letters and
correspondence, Principal Richards turns her attention to one specific letter from the PTO
president, Mrs. Wright. Principal Richards met Mrs. Wright briefly at the school open house. The
letter begins with a warm welcome to Selter Elementary School from Mrs. Wright acting in her
official capacity as PTO president but soon turns to another subject. The final paragraph of the
letter states: On another note, I am not happy with my son Jamies classroom assignment. You
have put him in class with Miss Burkett, who has little experience as this is her first year of fulltime teaching. Jamie is a gifted child and he has an IEP. Clearly, a young and inexperienced
teacher will be unable to meet Jamies needs. So, I request that you reassign Jamie to Dr. Norriss
class. Dr. Norris is a Master Teacher and has significant experience teaching in this district.
Thank you very much. 3

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difficulty adjusting to a new environment and he may be unjustly labeled as a discipline problem
by other students or teachers. Thus, Principal Richards recognizes that the ethic of the profession
appears to favor resolution of this issue according to Jamies best interests. Normative Task In
undertaking the normative task Principal Richards must identify and analyze the possible
conflicts between individual and organizational values. As a new principal, Ms. Richards must
first identify her schools organizational culture (Schein, 1985). This does not mean that she is
bound by the established culture, but rather it provides her with a starting place from which
change may be initiated if necessary. Selter Elementary has embraced a collaborative vision that
focuses on meeting the needs of ALL children. Principal Richards is committed to this vision and
to providing the opportunity for all children to succeed in school. She is concerned, however, by
evidence suggesting that parents with influence and standing in the community generally are
given a greater voice than other parents in decisions made at Selter Elementary. Now that she has
identified the organizational values, Principal Richards reflects upon the domains of the ethics of
justice, care, critique, and profession and the weight each must be given for a successful
resolution to Jamies situation. Principal Richards has already concluded that both the ethic of
care and ethic of the profession are steering her towards a decision to maintain the current
placement of Jamie in Ms. Burketts class. She views this decision as beneficial to Jamie because
it is in his best interest to continue the positive learning environment that exists in Ms. Burketts
class and because she believes that this decision would, in the end, demonstrate her commitment
to building strong relationship with parents, teachers and students. She realizes that because
some parents are more vocal than others, their children may have an unfair advantage. The ethic

of critique leads Principal Richards to question the position of privilege that Mrs. Wright is
invoking to get what she wants for her child. If Principal Richards is truly committed to providing
all children an opportunity to succeed in school then she must accept her role in ending
disparities that are perpetuated when power and authority are exercised by parents who enjoy
the benefits and privilege of their status in society. Inspired by Sergiovannis (1992) virtuous
school concept, Principal Richards believes that all parents, teachers and students should be
treated with respect and dignity. Thus, she decides to set up an appointment with Mrs. Wright to
discuss her request. In preparation for this meeting, she takes a moment to reflect upon her
personal core value system, which is guided by her social justice beliefs. Finally, as she carries on
with her numerous job responsibilities, she embraces her role as a leader and commits to
leadership practices that promote individual empowerment and growth. Leadership Task
Principal Richards wants to establish herself as a credible leader who is able to make good
decisions (Maxwell, 2002). She has gathered the necessary information about this 5

Page 6

ethical dilemma and believes that she understands and agrees with the organizational culture.
Now, she must assume the responsibility associated with leadership and make this difficult
decision. Sergiovanni (1992) states, Leadership is not a magic solution for improving schools.
Moreover, focusing on leadership separately from such issues as school governance, finance,
parental involvement, curriculum reform, labor relations, diversity, teaching and learning, and
assessment may cover up problems and provide symptomatic relief that makes us feel good but
changes little that matters. (p. xi) As an educational leader, Principal Richards believes that
ultimately she must adhere to the ethic of the profession, which guides her to focus on the best
interests of students (Shapiro & Stefkovich, 2000). It is relatively undisputed that when children
have qualified and effective teachers in their classrooms, this can greatly contribute to student
achievement. Principal Richards chooses to be the kind of leader who willingly faces constraints
and assumes responsibility to move the organization forward. As a professional, she accepts her
ever expanding role in the administrative process. Transformational Task Burns (1978) provided
significant insight into the role of leaders with his theory of transforming leadership. Following
Burns theory, one could conclude that a transformational leader is a moral leader who is
concerned with values such as liberty, justice and equality. To resolve the current dilemma,
Principal Richards should also consider whether her commitment to transforming leadership is
congruent with the ethical domains proposed by Shapiro and Stefkovich (2000). Through her
interaction with individuals who have a key stake in this ethical dilemma, Principal Richards
utilizes all of the ethical domains to reach a solution that not only resolves the issue but also
moves the organizational culture to a higher place. This higher place enables individuals to
recognize the important role that they play in the organization. In order to move from the
ordinary to the extraordinary, Principal Richards must divert individuals away from a self-

centered view to an altruistic view of their role in the organization. Ultimately, this
transformational leadership approach will take Principal Richards and her organization to an
advanced ethical level of leadership. Conclusion A very deliberate case study approach was used
to resolve the seemingly minor ethical dilemma that faced Principal Richards. The leadership
framework provided both an organizational guide and a concrete connection between ethical
models and leadership models. Finally, analysis of the case study using this conceptual
framework provides an unambiguous space for the intersection of ethical modes of analysis and
leadership principles. The need to provide a clear and concrete praxis between theory and
practice is particularly warranted in the domain of ethical leadership in education. Case study
analysis provides an excellent opportunity for thoughtful discourse about the role and 6

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impact of ethics on decisions made by leaders in education. Thus, educational leadership

programs should provide future and present educational leaders with opportunities to engage in
the case study approach to learning. Endnotes [1] This case study and characters are fictional and
do not depict any actual persons or events. 7

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