Introduction
The three articles described in this comparison matrix paper are as follows : Hughes and Jones article, “ A Relationship Among Public School
Leadership, Ethics, and Student Achievement”, and Frick (2011) article, “Practicing a Profession Ethic: Leading for Student’s Best Interest”, and Frick and Faircloth
(2011) article, “Acting in the Collective and Individual Best Interest of Students”.
For the purpose of this paper, the three articles will be respectively referred to as article one, article, two, and article three. According to Hughes and Jones (2010), school administrators, and leaders mentally struggle and take careful measures to avoid poor decision making processes. Stressful issues such as avoiding poor decision-making places great demands on school leaders. In a report completed by Begley (2004) concerning the connection of behavior and connection of school leadership in relation to the motivation forces, self-interest or personal preference; an inclination towards concern for consequences, trans-rational ethics or principles, and consensus. It was noted in Begley’s research that ethical values supersede others due to the massive value outlets for leadership such as group, self, organization, community, profession, transcendental, and culture. Frick (2011) support the fact that a ethical judgment is very complicated and contextually defined in relation to a fundamental professional injunction, however the expressions resonated by school leaders, typify dispositions that encourage moral and ethical practice. Conceptual clarification is evident in relation to the moral leadership construct in reference to making decisions in the best interest of students. Frick and Faircloth (2007) suggest that the secondary principals perceptions of the phrase “ the best interest of the student”. Presenting the phrase as viable professional ethic for the field of education leadership. The primary focus examined the moral activity in relation to a specific ethical lens, the Ethic of the profession, and how its is related to a model for promoting students’ best interests (Shapiro and Stefkovich, 2001). The paradigms and professional and personal codes of ethical school leadership is typically, are not considered a moral ethical undertaking. Educators face a dismaying array of ethical challenges within the leadership role every day in our nation’s schools. School leadership is ethical provides a systematic approach in the resolution of school based moral ethical issues and problems. Real world moral and ethical dilemmas, as well as alternate ethical theories of decision making offer differing philosophies of school leadership. The research by all three authors acknowledges school leaders knowledge, perceptions, and performance criteria by which the research is conducted and evaluated for moral ethical leadership. All three articles explore ways that ethical school leadership in the best interest of students through conceptualization in the educational leadership environment. The articles each references various foundational perspectives including psychology, research, data, theoretical framework, foundational principles of liberal democracies, and a robust focus on the essential nature of individual rights, as well as the duty of responsibility to others for a common interest. The articles also reference respect as mutual acknowledgement of others as having personal worth, value, and dignity (Stefkovich 2006). A school leaders genuine regard for the best interest of the students typically emerges as a heightened influence evident in the practices and methodology utilized in two ways: the valuation processes are oriented concerning rational consequentialist orientations; and the best interest of the students is a meta-organizer ultimately influencing the decision making process. The three articles described in this comparison matrix paper are as follows:
Hughes and Jones article, “ A