Morals, Ethics and Transformative Leadership: A Hermeneutic View on School and System Leading
Bibliographic record
Abstract
ABSTRACT Educational leadership is a complex dynamic influenced by social, cultural, political, and economic impacts of the local community and the wider globe. The ways that educational leaders understand and develop moral purpose and transformative ways of practicing within their current contexts and uncertainty are exemplified in personal and professional understandings of morals and ethics. While there is considerable research exploring moral and ethical dimensions in leadership, there is limited study examining individual inner dynamics and consciousness of leaders as they navigate and reflect on their practice. Furthermore, the relationship between morals, ethics and transformative leadership perspectives requires deeper inquiry. The dual purposes of this study were to examine system and school leaders’ understandings and interpretations of morals and ethics in their leadership practice and how these understandings and interpretations related to a transformative leadership perspective. This study adopted a hermeneutic phenomenological methodology, with interviews, personal journaling, and document analysis for data collection involving multi-level K-12 Ontario school and system leaders. The study conducted during the COVID-19 pandemic illuminated the virtuous relational expressions of human-life-centered, critically conscious ways of leading nested in presence, authentic relationships and deeper understanding of growth and reciprocity in personal and professional leading and learning. This study contributes to an understanding of the critical interdependence of morals, ethics, and transformative leadership as an emerging and cyclic process of developing and deepening self-knowing, widened critical perspectives, conscious contemplating and imagining. It provides implications for leadership formation and engagement. The intersections of morals, ethics, and transformative leading point to the meaning of accompaniment and growth in personal being and reflexive praxis (re)centering human-life wholeness and betterment for all in an ethic of hope and promise.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.082 |
| Scholarly communication | 0.012 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".