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Reflective, ethical, and moral constructs in educational leadership preparation: effects on graduates' practices

Daisy Arredondo Rucinski (College of Education, Educational Leadership, Seattle University, Seattle, Washington, USA)
Patricia A. Bauch (The University of Alabama, Educational Leadership and Policy Studies, Alabama, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 September 2006

3649

Abstract

Purpose

A 34‐item Likert‐type survey instrument, The Reflective, Ethical, and Moral Assessment Survey (REMAS), measuring perceptions of use of reflective, ethical and moral dispositions and leadership practices was developed. Items, component factors, and results of the self‐assessment of graduates from an educational leadership preparation program in which the reflective, ethical and moral constructs are two of four curricular strands are reported.

Design/methodology/approach

Data from mailed surveys from 106 program graduates and 113 co‐workers were compiled and analyzed. Descriptive statistics, factor analysis, and analyses of variance (ANOVA) were used for analyses of program graduate responses on the factor scores based on demographic variables of age, gender, and position, i.e. higher education, p‐12, or other.

Findings

Its show differences among the graduates by gender for the defensive behavior factor with males tending to be more defensive than females, and for age on the reflective dimensions factor, with older graduates tending to be more reflective. Data were subjected to factor analysis to confirm that the hypothesized items were measuring predicted constructs. Extraction of principal components, with orthogonal rotation yielded four factors, with approximately 62.3 per cent of the variance explained. Alpha reliabilities ranged from 0.91 on the first factor to a low of 0.71 on the third.

Originality/value

The REMAS instrument is newly developed and fulfills a void in the literature on this topic. Both the literature review and instrument will be useful to universities as changes emphasizing reflective, ethical and moral leadership are made to preparation programs and increased needs for program assessments are articulated.

Keywords

Citation

Arredondo Rucinski, D. and Bauch, P.A. (2006), "Reflective, ethical, and moral constructs in educational leadership preparation: effects on graduates' practices", Journal of Educational Administration, Vol. 44 No. 5, pp. 487-508. https://doi.org/10.1108/09578230610683778

Publisher

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Emerald Group Publishing Limited

Copyright © 2006, Emerald Group Publishing Limited

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