[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601869-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601869-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-educational-leaders-to-move-from-moral-reasoning-to-moral-action","Teaching Educational Leaders to Move from Moral Reasoning to Moral Action","","Explores how pre-service graduate educational leadership programs teach, structure, instruct, and assess ethical and moral leadership. Grounded in Rest’s four-component model of moral decision making, the study analyzes interviews with 43 U.S. graduate schools and finds 91% report teaching moral leadership while curriculum, methods, and assessments vary. Professional standards shape common assignments and evaluation practices, and exemplary faculty planning processes suggest approaches. It argues the field needs a shared definition of moral leadership for effective integration and assessment.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-educational-leaders-to-move-from-moral-reasoning-to-moral-action/601869/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-educational-leaders-to-move-from-moral-reasoning-to-moral-action/601869.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What theoretical model guides the study of moral leadership teaching?","Question",{"text":63,"@type":64},"Rest’s four component model of moral decision making provides the theoretical base for structuring how the inquiry examines curriculum, instruction, and assessment of moral leadership.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How common is moral leadership instruction in U.S. graduate educational leadership programs?",{"text":68,"@type":64},"Interviews with 43 graduate schools found that 91% report teaching moral leadership in some fashion, though curriculum, methods, and assessment practices differ substantially.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the article argue the field needs a shared understanding of moral leadership?",{"text":72,"@type":64},"It notes that without a shared definition in programs and the literature, effective teaching and meaningful evaluation of student work cannot be fully coordinated across the field.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601869,1792209091,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teaching Educational Leaders to Move from Moral Reasoning to Moral Action  \nJohn Pijanowski  \nUniversity of Arkansas  \nEthical leadership is critical to effective schools. However, earlier research showed that ethics and moral reasoning were often not formally taught nor assessed in pre-service leadership programs. In this study I examined graduate programs’approaches to curriculum, instruction, and assessment of learning in ethics and moral reasoning. Rest’s four component model of moral decision making provided the theoretical base for structuring the inquiry into how colleges define, teach and assess moral leadership (Bebeau, 2002).  \nResults of interviews with 43 graduate schools of educational leadership in the United States showed 91% of graduate schools of educational leadership report teaching moral leadership in some fashion but vary greatly in curriculum, method, and assessment. Professional standards appear to influence the kinds of assignments and assessments most commonly reported in this study. In several cases, school leadership programs have engaged their faculty in a thoughtful planning process to integrate the teaching of moral leadership into their curriculum and develop meaningful assessment strategies. Highlighting these exemplary programs will be a critical next step in sharing information among faculty about how to teach moral leadership and evaluate student work in this area. However, before this can be effectively done the field must begin to reach a shared understanding of how moral leadership is defined within programs and in the literature. It is on this point that the work already done in moral psychology as applied to other pre-professional training programs can be most helpful.  \nICPEL Education Leadership Review, Vol. 18, No. 1– December, 2017 ISSN: 1532-0723 © 2017 International Council of Professors of Educational Leadership  \nMoral leadership has become an increasingly popular concept in the field of educational administration. It has been the focus of policy initiatives, accreditation standards and a body of research has emerged over the past two decades identifying moral leadership as a characteristic of high performing schools, particularly among high poverty schools (Fullan, 2003; Hodgkinson, 1991; Liou, 2017; Nucci, 2001; Sergiovanni, 1992; Sizer & Sizer, 1999; Starratt, 1991) . However, the increased attention to moral leadership in schools has not shed much light on how to best teach moral leadership in the preparation of school administrators. The burst of interest since the early 1990s in developing moral leadership in schools largely has taken the form of identifying moral leadership as an important, in some cases critical, element of a strong school.  \nA resurgence of interest in moral leadership has been spurred on by anecdotal evidence that increasing pressures to meet student accountability measures brought on by state and federal reforms have resulted in an increase of both fraud and unethical allocation of school resources (Oplatka, 2016; Pardini, 2004). A general concern with thin applicant pools for school leadership positions has also raised concerns over the last 15 years that many ascending to top school positions may not be ready to make strong moral decisions in the face of increasing pressures (Pardini, 2004; Stover, 2002) . In a survey of chief state education officers, executive directors of American Association of School Administrators’(AASA) state affiliates, and executive directors of the National School Boards Association’s (NSBA) state affiliates, approximately 60% felt they were facing a leadership applicant pool crisis, over 84% felt the quality of the applicant pool was decreasing, and 75% of the respondents cited a need to improve pre-service graduate programs (Glass, 2001; Stover, 2002) . Rural schools are particularly disadvantaged in developing deep principal candidate pools (Pijanowski et al., 2009) .  \nLong before NCLB the ethical behavior of school adm","cbCaie29dG95Fzdo","https://ap.wps.com/l/cbCaie29dG95Fzdo","pdf",322802,15,"English","# Overview\n## Purpose and theoretical base\n# Findings from graduate programs\n## Reported instruction and assessment variation\n## Role of professional standards\n# Context and drivers for moral leadership\n## Accountability pressures and unethical practices\n## Applicant pool concerns\n## Policy and ethics regulation\n# Defining moral leadership\n## Research gaps and earlier evidence","[{\"question\":\"What theoretical model guides the study of moral leadership teaching?\",\"answer\":\"Rest’s four component model of moral decision making provides the theoretical base for structuring how the inquiry examines curriculum, instruction, and assessment of moral leadership.\"},{\"question\":\"How common is moral leadership instruction in U.S. graduate educational leadership programs?\",\"answer\":\"Interviews with 43 graduate schools found that 91% report teaching moral leadership in some fashion, though curriculum, methods, and assessment practices differ substantially.\"},{\"question\":\"Why does the article argue the field needs a shared understanding of moral leadership?\",\"answer\":\"It notes that without a shared definition in programs and the literature, effective teaching and meaningful evaluation of student work cannot be fully coordinated across the field.\"}]","Teaching Educational Leaders to Move from Moral Reasoning to Moral Action | PDF",1792093586,38]