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The best-interests principle is a widely used ethical, legal and social basis for policy and decision-making involving children [italics added] (Kopelman, 1997). In response to modern ethical leadership, a growing number of academics have examined the relationship between the best interest principle and decision making (Cranston, 2006; Tirri, 1999, 2001, 2002). Shapiro and Stefkovich (2001) and Stefkovich (2006) responded to this interest with two educational ethical decision making models where best interests are central. The models incorporated foundational works like Starratts (1994) multidimensional ethical framework and Walkers (1998) jurisprudential and ethical perspectives. Additionally, Stefkovich (2004, 2006) sought to include jurisprudential constructs such as rights, responsibilities and respect . However, despite the academic attention for best interests, only a small number of empirical studies have been conducted (Frick, 2006; Shapiro & Stefkovich, 2001; Stefkovich, 2006). The purpose of this research was to examine the best interest(s) principle through an investigation of theory, practice and professional praxis and thus to identify the common use and understanding of the best interests principle in Canadian in-school administrative practice. Quantitative and qualitative methods were used in this study. Research methodology consisted of self-report, structured questionnaires including both closed attitudinal and open ended questions and a semi-structured focus group interview. A best interests questionnaire was embedded in a larger study entitled Moral Agency and Trust Brokering: Challenges of the Principal and distributed to a stratified sample of Canadian in-school administrators. The data was subjected to both descriptive statistical and thematic analysis.<p> The findings revealed a compelling image of the best interests principle in educational administrative practice. Analyses of the data revealed two categories of thought: (a) broad conceptualizations and general perspectives toward defining best interests and (b) general methodological considerations or approaches to applying best interests principle. The best interests of the student(s) was broadly conceptualized and defined as three major categories of thought: best interests as core good, best interests as good pedagogy, and best interests as holistic.<p> Additionally, three methodological considerations were identified as contributing toward the application of the principle: stakeholders influence, contextual considerations and relational aspects. Respondents preferred to define best interests in caring and collective terms. Analysis revealed simultaneously narrow and broad interpretations of interests. Implications for theory supported a modified professional ethic and best interests model that balances the ethical paradigms of care, critique, justice and community with the jurisprudential constructs of responsibility, respect and rights. Two central dichotomies emerged within interpretations of the best interests principle in the ethical and jurisprudential literature forming a matrix of best interests: individual v. collective and subjective v. objective. This study placed the respondents centered on the continuum between individual and communal and subjective and objective.<p> The findings of this study indicated that continued best practices in ethical decision making pedagogy would serve to augment the findings of this study. Likewise, continued research in the area of multiple ethical paradigms, ethical leadership and ethical decision making among in-school administrators would serve to extend the findings of this study.

The best-interests principle is a widely used ethical, legal and social basis for policy and decision-making involving children [italics added] (Kopelman, 1997). In response to modern ethical leadership, a growing number of academics have examined the relationship between the best interest principle and decision making (Cranston, 2006; Tirri, 1999, 2001, 2002). Shapiro and Stefkovich (2001) and Stefkovich (2006) responded to this interest with two educational ethical decision making models where best interests are central. The models incorporated foundational works like Starratts (1994) multidimensional ethical framework and Walkers (1998) jurisprudential and ethical perspectives. Additionally, Stefkovich (2004, 2006) sought to include jurisprudential constructs such as rights, responsibilities and respect . However, despite the academic attention for best interests, only a small number of empirical studies have been conducted (Frick, 2006; Shapiro & Stefkovich, 2001; Stefkovich, 2006). The purpose of this research was to examine the best interest(s) principle through an investigation of theory, practice and professional praxis and thus to identify the common use and understanding of the best interests principle in Canadian in-school administrative practice. Quantitative and qualitative methods were used in this study. Research methodology consisted of self-report, structured questionnaires including both closed attitudinal and open ended questions and a semi-structured focus group interview. A best interests questionnaire was embedded in a larger study entitled Moral Agency and Trust Brokering: Challenges of the Principal and distributed to a stratified sample of Canadian in-school administrators. The data was subjected to both descriptive statistical and thematic analysis.<p> The findings revealed a compelling image of the best interests principle in educational administrative practice. Analyses of the data revealed two categories of thought: (a) broad conceptualizations and general perspectives toward defining best interests and (b) general methodological considerations or approaches to applying best interests principle. The best interests of the student(s) was broadly conceptualized and defined as three major categories of thought: best interests as core good, best interests as good pedagogy, and best interests as holistic.<p> Additionally, three methodological considerations were identified as contributing toward the application of the principle: stakeholders influence, contextual considerations and relational aspects. Respondents preferred to define best interests in caring and collective terms. Analysis revealed simultaneously narrow and broad interpretations of interests. Implications for theory supported a modified professional ethic and best interests model that balances the ethical paradigms of care, critique, justice and community with the jurisprudential constructs of responsibility, respect and rights. Two central dichotomies emerged within interpretations of the best interests principle in the ethical and jurisprudential literature forming a matrix of best interests: individual v. collective and subjective v. objective. This study placed the respondents centered on the continuum between individual and communal and subjective and objective.<p> The findings of this study indicated that continued best practices in ethical decision making pedagogy would serve to augment the findings of this study. Likewise, continued research in the area of multiple ethical paradigms, ethical leadership and ethical decision making among in-school administrators would serve to extend the findings of this study.

Based on western leading charismatic leadership model, this research demonstrates the critical position of the virtue component on a charismatic view of leadership and further formulates a moral-added charismatic leadership model adaptable to the Taiwanese business contexts. We investigate how this moral-added charismatic leadership and Chinese paternalistic leadership models fit with the actual leadership practices in Taiwanese business organizations. We go through the major western charismatic leadership and Chinese paternalistic leadership theory literature and infer that both the charismatic leadership and the virtuous leadership dimension are culture-free leadership constructs, so they can be cross-culturally merged. We obtained 314 samples from managers in Taiwanese civilian organizations, and conduct the statistical analyses by using SEM technique. The findings indicate the Western Conger and Kanungo¡¦s charismatic leadership model is adoptable in Taiwan business context, and a more effective charismatic model can be formed when the virtue leadership factor is merged with this C/K charismatic leadership model. The present study also demonstrates that both the Western originated C/K charismatic leadership and the benevolent and virtue leadership dimensions of Chinese Paternalistic leadership in same constrained model can they respectively predict follower¡¦s cognitive leadership effect. We posit that managers receive follower¡¦s positive recognition by demonstrating strategic vision and articulation, sensitivity to member¡¦s needs, virtue leadership and benevolent behaviors. The present study merges Western originated charismatic leadership with Oriental virtue leadership dimension for a cross-cultural verification, perform the consolidate study of the charismatic leadership and Chinese paternalistic leadership, identify some key issues for future study, and provide managerial implications for leadership practitioners.

Due to an increased importance for organisations to act according to ethical leadership, we identified the need to extend the perspective of how ethical leadership practices are developed, enhanced and spread among leaders horizontally. Since previous literature has focused on ethical leadership from a top management perspective, it is of interest to examine how ethical leadership is discussed and practised among middle managers as they encounter ethical dilemmas to a greater extent. By conducting a qualitative content analysis of interviews and documents, we declare a case study on middle managers in a tech company. Suggesting social learning as a proper lens to investigate our issue, we found that middle managers learn ethical conduct prominently via identification and knowledge sharing including feedback and reflection. By identifying important elements of ethical leadership, we could further interpret what practices were spread and reinforced among mid-level managers. These were the ability to be transparent, authentic, available and to value diversity, inclusion, and risk-taking for the sake of employees. However, it was evident that the horizontal learning of ethical conduct occurs in a reactive manner, triggered by events in a complex web of social learning. Therefore, in order for ethical leadership to regularly be learnt between the middle managers, a formal structure and the ethical culture can reinforce the way in which ethical leadership practices are spread horizontally.

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In this study perceived ethical leadership was examined as a moderator of the relationship between the dark triad personality traits of narcissism, Machiavellianism, psychopathy and counterproductive work behavior (CWB) using a sample of 208 employees recruited through Amazon Mechanical Turk. These participants completed measures of personality (Short Dark Triad; Jones & Paulhus, 2014), counterproductive workplace behavior (Counterproductive Work Behavior Checklist; Spector et al., 2006), and employee perception of their direct supervisor’s ethical leadership (Brown, Treviño, & Harrison, 2005). Participants were compensated $0.65 for completing the survey. Correlation and moderation analyses (Hayes, 2012) were used to analyze data. Significant correlations suggest that individuals scoring high on Machiavellianism and psychopathy also reported engaging in more CWB. The relationship between Narcissism and counterproductive workplace behavior approached significance in the predicted direction. Machiavellianism and psychopathy were not negatively related to the employee’s perception of their supervisor’s ethical leadership. Narcissism was significantly positively related to an employee’s perception of their supervisor’s ethical leadership. Finally, ethical leadership did not moderate the relationship between Machiavellianism or psychopathy and CWB. Ethical leadership did not moderate the relationship between Narcissism and CWB, but results were approaching significance in the predicted direction. These results suggest that employees who are manipulative and lack empathy were more likely to engage in harmful behaviors in the workplace such as abuse, production deviance, sabotage, theft, and withdrawal. Further, employees who were more narcissistic and have a grandiose view of themselves were more likely to view their leaders as ethical. Overall, the results of this study indicate that perceived ethical leadership does not affect the frequency in which employees high in narcissism, Machiavellianism, and psychopathy reported engaging in counterproductive work behaviors.

Leadership is the moving of people towards specified goals. Leaders come in all shapes and sizes. The leadership dynamic of human interaction is one of the most studied and least understood phenomena. More attention is currently being given to the ethics of leadership in light of recent situations involving misconduct in the White House, illeagal accounting practices amoung top corporations, and misuse of power in religous organizations. In this study, I sought to identify and prioritize characteristics of ehtical leadership with the assistance of leaders in four distinct groups; the business, religious, political, and educational communities within a six county area in Upper East Tennessee. The counties represented were: Carter, Greene, Johnson, Unicoi, Sullivan, and Washington. Using the Delphi technique, the characteristics were compiled and prioritized according to relative importance as perceived by members of the Delphi panel. The Delphi technique is essentially a series of questionnaires used to gain consensus on a topic. A panel of leaders in the business, education, political, and religious communities listed and assigned values to the characteristics they believed to be most important in being an ethical leader. Through the use of three rounds of questionnaires, consensus was reached on a prioritized list of ethical characteristics and leadership traits. The study resulted in the identification of five ethical characteristics and seven leadership characteristics that the panel agreed should be demonstrated by ethical leaders. The ethical characteristics are: Integrity, Following Biblical Principles of Behavior, Hones/Truthful, High Moral Standards/Firm Convictions, and being Fair/Unbiased. The leadership characteristics are: Lead by Example, Develop an Atmosphere of Trust, Honest/Truthful, Involve Others in Decision Making, Team Builder, Good Communicator/Articulate, Creates a Vision for Others to Follow. The study also resulted in the identification of five ethical traits and sixteen leadership traits about which the four groups significantly differed in their assignment of values. Tables are provided that indicate the range, mean, and standard deviation that each trait received during the process.

The goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown & Mitchell, 2010). Second, I will offer new theoretical insights regarding the antecedents of ethical leadership. Past ethical leadership research has primarily relied on social exchange (Blau, 1964; Gouldner, 1960) and social cognitive (Bandura, 1977, 1986) theories, whereas I will draw on trait activation and cognitive stress theories to examine the relationship between BLM and ethical leadership. By integrating these two theories I will demonstrate Kerr's (1975) example of “the folly of rewarding A, while hoping for B.” Third, I will explain and demonstrate why follower BLM and leader stress perceptions are important boundary conditions regarding the primary relationship of interest and overall model. Comprehensively, I examine and demonstrate the potential of a backfiring effect that can be strengthened or weakened. This research aims to shed light on the often disregarded catch-22 leaders face in world that is increasingly concerned about bottom-line outcomes, while also demanding an immaculate standard of ethical behavior from leaders.

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