Ethical blind spots in leading for learning: an Australian study

Abstract

PurposeThis study aims to explore the dynamics by which exposure to a moral rationale is given expression in schools, and how this is perceived as impacting on teaching, leadership practice and student outcomes.Design/methodology/approachA total of 11 Australian schools were part of a project in which they were supported in applying a conceptual framework involving moral purpose, learning and leadership to self‐selected improvement initiatives. Extensive focus group interviews with the school project teams were analysed to identify recurrent themes, and to illustrate the dynamics of engagement with moral purpose.FindingsA significant insight that emerges from this study is that the movement towards increased moral sensitivity enhanced commitment to shared purpose. This movement provided a driver for ethically driven behavior. Part of the contribution of the intervention was to draw attention to these elements of moral purpose, which, in turn, increased teacher and leader sensitivity to their operation, and resulted in changed teacher practice and enhanced learning outcomes for students.Practical implicationsThe findings of this study highlight the potential of explicit attention to moral purpose in school communities, and suggest some points of emphasis for school leaders who are committed to improvement built on staff commitment.Originality/valueWhile many authors signal as a matter of principle the importance of moral purpose in schooling, and in the leadership of change, it is a comparatively under‐researched area in terms of its practical application. This study makes a contribution to addressing that gap.