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Moral and Values-Based Leadership The aspects of moral and values-based leadership in school improvement initiatives are very important. Individual student abilities are strongly attached to the learning environment. If the learning environment is positive, the students academic success is high. Therefore, modern educational system focuses much attention on finding the most effective strategies. Undoubtedly, both effective teaching and learning are concerned with various approaches aimed to maintain school success in public schools. According to Y.
Meng, value-based leadership is defined as a relationship between a leader and one or more followers based on a strongly internalized ideological values espoused by the leader and strong follower identification with these values. Simply put if the leaders values appeal to followers, followers will be more motivated and committed in following the leader. Actually, moral and values-based leadership education should start since persons birth and continue during his whole life. If we want to achieve a success, we need to start leadership education as soon as possible basing on the main leadership archetypes such as Warrior, King, Magician and Lover. Besides, Jung's theory of archetypes foresee the four healthy male archetypes and their eight Shadow forms of Tyrant, Weakling, Sadist, Masochist, Manipulator, "Innocent (Tallman 21) The formation of personality in human foresees understanding of system of human values that lay on basis of his human culture. Each trait in character education appears twice: the first time it appears as social intention, then after it comes as psychological intention.
First it appears between people as an intra-psychic category, then after it appears as intra-psychical category inside the child. In such a way, the educational process stipulates all changes in student character, changing its individuality, structure and functions. The most perspective model of leadership education is the model that underlines moral, values-based, and social (cognitive, behavioral, etc) aspects and integrates them with spheres of individuality. Moral leadership involves teaching about basic human values including kindness, honesty, generosity, freedom, respect, courage, and equality. The goal is to raise people to become self-disciplined and responsible citizens of their country. Decision-making, conflict resolution, and problem solving are also the important parts of developing moral and values-based leadership.
Through discussions and role playing, students can understand that their decisions and actions do affect other things and people. In such a way, teaching moral leadership is everything you do to influence the character of students you teach. Moral leadership and values-based education is, probably the deliberate effort to help students understand, act upon, and care about core moral and ethical values. There are lots of character traits.
However, the overwhelming majority of American people share a respect for fundamental moral traits of character such as justice, courage, compassion, honesty, respectfulness, to mention a few. We can also add caring, responsibility, self-discipline, citizenship, fairness, respect, integrity and patriotism. The evolutionary psychologists consider that if we treat value-based leadership and education as educating ability to get along with people and to avoid risk situations, it means we missed something very important and fundamental in education of schoolchildren. There are plenty of conditions that influence values-based leadership and education, such as school, family, church, etc. Lets examine few of them. First of all, lets speak about public education.
The United States of America dont have the unified national education program: there is a basic educational program and additional elective courses. Almost each primary school supposes to study the following subjects: mathematics and language (it includes reading, writing, literature and writing essays), grammar, natural sciences, social sciences (history, geography, civil law and economics), music, art, physical culture. Sometimes schools propose to choose the second language (except of English). All other subjects can be chosen as the elective course. Some schools are specialized on education in business, industry, foreign languages, etc. A student, who wants to become a doctor, has to study in school oriented on learning natural sciences.
The school should help to develop skills and talents of every child and educational material should be adapted to his born skills. The modern reformers dont like formal methods of education and consider that school should be a small model of society. Nowadays individual studies / courses at school are very important in the system of American education. On the other hand, a school should provide children with the following possibilities: - a child has to receive education that will prepare him to adult life (in spite of specific career he will choose); - a child should have possibility to realize his own interests (whether he has a talent in computers, mechanics, physics, astronomy, literature, etc); - a child should have possibility to realize his own skills and talents (pedagogic, music, etc).
In such a way, the modern model of moral and values-based leadership is based on system of moral values to achieve two main school tasks: knowledge and academic skills as well as formation of system of moral values that will help children in their future life and education. Whereas schools often make difference between academic skills and moral leadership, we should examine them as two interrelated tasks to achieve the main goals of education. Moral and values-based leadership cannot be limited by correcting mistakes the teenager makes. Recent researches on values-based leadership education of children of a school age confirmed that education should be done basing on a positive example. We can find information that reflects different aspects of character formation under influence of different aspects of school life. So, if you ask a teacher in high school whether he educates values-based leadership in his students, probably, he will answer: I try to do it sometimes, although I dont have time enough.
On the other hand, if you speak with teachers to find out how they give knowledge to their students, how do they lead the process of education; they will come to conclusion that they do values-based leadership education, although they dont focus attention on it. Is it really so important? Why do we need values-based leadership in school improvement initiatives? Lets have a look at people surrounding us. Unfortunately, we can notice that there are lots of people who dont feel themselves important, they are not initiative. Such people are afraid to utter their opinion even if it is really important and worth saying.
Why do those people behave in such a way? All demerits in moral leadership education lead to formation of such features of character. Parents often dont have time to educate their children, because they are too busy. Parents are in constant stress to make money today and the family life is quite busy. They dont have time to discuss problems with children, to explain them the sense of their demands. Parents often understand their role in education as follows: the most important thing is to earn enough money to provide their children with food and pay for school (Shapiro 15).
Parents leave education to professionals the teachers. In such situation, school education plays important role: it, actually, forms the character of a child as well as his moral qualities. As we can already notice, the character forms, develops and changes during the life. It starts from the early childhood.
Already in pre-school age we can notice the first features of character, a way of behavior, definite attitude to environment and people, etc. Such features as collectivism, persistency, self-control, courage (Bisoux 5) are formed, first of all, during numerous games, especially in children role-games with definite rules. Simple kinds of education based on work plays important role in values-based leadership. When a child has to fulfill some obligations and duties, he learns how to love and respect labor, to feel responsibility for it. A child gradually forms different rules of behavior under the influence of parents and teachers in school. Gradually it starts to determine his behavior, lays on basis of feeling of responsibility, discipline, etc.
A child learns to define and control his own behavior. Value-based leadership and School. Teachers can use different means of education, directed at formation of moral features, values, opinions and beliefs, such as ethic talks, lectures, disputes on ethic problems, etc. Many teachers consider that it is more difficult to use the means of moral and values-based leadership than to give an ordinary lecture. The teacher has to discuss situations from real life that have moral. The topics of discussions should depend on age peculiarities of children and should be interesting.
Speaking about moral we have in mind behavior of people, combination of standards regulating our attitude to society from position good-bad. We have to discuss such virtues as good, honor, conscience, justice, etc. Both teachers and families have direct influence on moral and values-based leadership education. The result of this process depends on how the adults will explain it to a child. The word of adult is a kind of instrument of influence on children.
It serves as a basis for future life of a child. It influence on how the child will build relationships with other people in his future life. Moral and values-based leadership is an art. The character of future adult depends on education.
The child is a combination of different qualities that can form any character you wish. You have to be responsible for a child and give him possibility to act as an adult from the very beginning till the end. Moral and values-based leadership is the insurance in future successful living. Bibliography: Bisoux, T. (2002, September/October). The mind of a leader. Biz Ed.
Retrieved May 27, 2006 from web Meng, Y. , Kok (2003). "The Effects of Australian Tall Poppy Attitudes on American Value Based Leadership Theory. " International Journal of Value Based Management 16: 53 56 Shapiro, S. (1999). Listening for success. USA: Chica Publications Tallman, B. (2003). The organization leader as king, warrior, magician and lover: How Jungian archetypes affect the way men lead organizations: An article from: Organization Development Journal. O D Institute; ISBN: B 000 BEDQ 1 A 1 24
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Research essay sample on Moral And Values Based Leadership
