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This is a brief discussion of spiritual and ethical leadership. There are forces that affect the behaviors of leaders that are not always visible or evident to the leaders themselves. It is useful to analyze these forces in order to understand what influences leaders. Both spiritual and ethical dimensions come into play in the work of leaders. The spiritual dimensions work to create a culture of meaning and community in the organization. The ethical dimension serves to create the integrity within the organization which is essential to sustaining the community.

This Instructional Module was written and published by Kevin Bezy and Joseph Makolandra, doctoral students from Virginia Tech, and is a chapter in a larger collection entitled, 21st Century Theories of Educational Administration. This Collection is a series of modules written by Virginia Tech Doctoral students in Summer 2009. Professors, Practitioners, and Graduate Students of Educational Administration are granted full rights to use for educational purposes.

The National Council of Professors of Educational Administration has reviewed and accepted this Instructional Module for inclusion in the International Journal of Educational Leadership Preparation (IJELP) , the official publication of the NCPEA Connexions Project and is catalogued under Instructional Modules and Education Material. In addition, the instructional module has been submitted to the U.S. Department of Education’s Educational Resource Information Center (ERIC).

Introduction

The unexamined life is not worth living. In the translation of Plato’s Apology, Socrates said this before his execution for corruption of the youth of Athens. He was offered freedom as an exile, but he chose to die because he claimed that one must look deeply into life to look for meaning (Hamilton&Cairns, 1961). Why did Plato write this? What did he mean? Are there implications for leadership? These are major questions that form the foundation of spirituality in leadership.

One can look to leaders of the past who performed leadership tasks with what seemed to be a deeper purpose. These leaders took on the leadership roles motivated by more than pay or personal glory. Often it would have been easier to have declined the leadership role in order to avoid personal loss or misfortune. This theme occurs early in literature in the epic stories of ancient people. Throughout history we also find people who embraced leadership at great personal loss. While these people may seem heroic and bigger than life because of their fame and the continuous retelling of their stories, they are ordinary people who were driven by forces that can drive any one of us.

Ethical leadership does not always have the legendary status of the ancient Greeks and Romans or even American icons like George Washington or Abraham Lincoln. All children learn about George Washington’s story of telling the truth of chopping down the cherry tree. However, we do not have to look too far back in our nation’s history to discover leadership figures that have questionable ethics; the Watergate scandal with President Richard Nixon, the Iran-Contra scandal with Colonel Oliver North, and the Monica Lewinski and President Clinton. These and other scandals have brought to light the need for those in power to lead in an ethical manner. Leaders are expected to reflect and uphold the morals, norms and principals of conduct that are universal to the population they are leading. They must assess and reflect upon all conditions and possible outcomes prior to making a decision.

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Source:  OpenStax, 21st century theories of education administration. OpenStax CNX. Jul 08, 2009 Download for free at http://cnx.org/content/col10727/1.1
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