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This quantitative study in a Mid-Atlantic U.S. metropolitan area examines how teachers perceive principals’ overall leadership abilities and ethical leadership behaviors. Results show a strong relationship, with significant perception differences by gender, ethnicity, experience, school type, and jurisdiction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the core purpose of the study?","Question",{"text":63,"@type":64},"To examine the relationship between school principals’ overall leadership abilities and their ethical leadership behaviors as perceived by teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the study find about leadership abilities and ethics?",{"text":68,"@type":64},"It reports a strong (and expected) relationship between principals’ overall leadership abilities and ethical behaviors.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors are linked to differences in teachers’ perceptions?",{"text":72,"@type":64},"Perceptions differ significantly by gender, ethnicity, experience, school type (elementary, middle, high), and jurisdiction (public, private, 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SCHOOL PRINCIPALS  \nKATINA WEBSTER  \nPETER LITCHKA  \nLoyola University Maryland, U.S.A.  \nABSTRACT  \nSchools need principals who have experienced the most current and compelling theories and practices of school leadership in terms of leading schools to success for each student. There is a considerable amount of research that proposes a definite link between the leadership abilities of a school leader and the impact such leadership has on student success (Darling-Hammond, LaPointe, Meyerson, & Orr, 2007; Heck & Hallinger, 2014; Marzano, Waters, & McNulty, 2005). School principals, like leaders in other fields, encounter differing levels of success, which can be influenced by the leadership abilities and ethical behaviors of the school principal. This quantitative study, which took place in a large metropolitan area of the Mid-Atlantic region of the United States, examines the relationship between the overall leadership abilities of school principals with their ethical leadership behaviors, as perceived by teachers. This study found a strong (and expected) relationship between the overall leadership abilities of school principals and ethical behaviors, as perceived by teachers. However, statistically significant differences were found among the perceptions in the areas of gender, ethnicity, experience, types of school (elementary, middle, high) and jurisdiction (public, private, religious).  \nINTRODUCTION  \nPlanning for the preparation for aspiring school principals and support for current school principalsis of critical importance to policymakers and institutions of higher learning that have educational leadership programs. In particular, school districts need principals who have experienced the most current and compelling theories and practices of school leadership for both the current and future context of improving student achievement and the teaching/learning environment of schools. In addition, there is a considerable amount of research that proposes a definite link between the leadership abilities of a school leader and the impact such leadership has on student achievement (Darling-Hammond, LaPointe, Meyerson, & Orr, 2007; Heck & Hallinger, 2014; Marzano, Waters,& McNulty, 2005) .  \nIn most cases, the preparation and support for school principals originates from colleges and universities that offer graduate level programs and degrees in educational leadership, management, and administration. Currently, such accredited institutions are guided by national and state educational leadership standards, such as the Professional Standards for Educational Leaders (PSEL)(NPBEA, 2015) . The state of Maryland, where this study occurred, replaced its own educational leadership framework with the PSEL to guide administrator preparation, licensure, and evaluation in Maryland. (Maryland State Department of Education, 2018, p. 4) .  \nThus, it is quite obvious that planning, problem-solving, and decision-making are some of the most important parts of the contemporary school leader. And with this, school leaders are often faced with ethical and moral dilemmas. Fullan (2011) suggests that school leaders facing such dilemmas are  \nEducational Planning 2020 31 Vol. 27, No. 1  \noften asked to apply “once-and-for-all answers that are complex, rife with paradoxes and dilemmas”(p.2) . According to Starratt (2005),  \nThe school leader has access to organizational structures and processes that affect the core work of teaching and learning. These structures and processes are not ethically neutral. They either promote the integrity of the school’s work-authentic learning-or they curtail or block its integrity. (p. 128)  \nWe expect our school leaders will have a core set of values that will guide their leadership in helping them to create a learning environment conducive to academic achievement and personal growth for all students in a ","cbCaifsrvmDiPOZ5","https://ap.wps.com/l/cbCaifsrvmDiPOZ5","pdf",166285,17,"English","# Abstract\n# Introduction\n## Leadership preparation and standards\n## Ethics, moral dilemmas, and integrity in schools\n## Study focus and research purpose","[{\"question\":\"What is the core purpose of the study?\",\"answer\":\"To examine the relationship between school principals’ overall leadership abilities and their ethical leadership behaviors as perceived by teachers.\"},{\"question\":\"What does the study find about leadership abilities and ethics?\",\"answer\":\"It reports a strong (and expected) relationship between principals’ overall leadership abilities and ethical behaviors.\"},{\"question\":\"Which factors are linked to differences in teachers’ perceptions?\",\"answer\":\"Perceptions differ significantly by gender, ethnicity, experience, school type (elementary, middle, high), and jurisdiction (public, private, religious).\"}]","PLANNING FOR EFFECTIVE SCHOOL LEADERSHIP - TEACHERS’ PERCEPTIONS OF THE LEADERSHIP SKILLS AND ETHICAL BEHAVIORS OF SCHOOL PRINCIPALS - Abstract and Introduction | PDF",1792095234,43]