ETHICAL DECISION MAKING PARADIGMMGM.pptx

When did ethics begin and how did it originate? If one has in mind ethics proper—i.e., the systematic study of what is morally right and wrong—it is clear that ethics could have come into existence only when human beings started to reflect on the best way to live. This reflective stage emerged long after human societies had developed some kind of morality, usually in the form of customary standards of right and wrong conduct. The process of reflection tended to arise from such customs, even if in the end it may have found them wanting. Accordingly, ethics began with the introduction of the first moral codes.

Virtually every human society has some form of myth to explain the origin of morality. In the Louvre in Paris there is a black Babylonian column with a relief showing the sun god Shamash presenting the code of laws to Hammurabi (died c. 1750 bce), known as the Code of Hammurabi. The Hebrew Bible (Old Testament) account of God’s giving the Ten Commandments to Moses (flourished 14th–13th century bce) on Mount Sinai might be considered another example. In the dialogue Protagoras by Plato (428/427–348/347 bce), there is an avowedly mythical account of how Zeus took pity on the hapless humans, who were physically no match for the other beasts. To make up for these deficiencies, Zeus gave humans a moral sense and the capacity for law and justice, so that they could live in larger communities and cooperate with one another.

That morality should be invested with all the mystery and power of divine origin is not surprising. Nothing else could provide such strong reasons for accepting the moral law. By attributing a divine origin to morality, the priesthood became its interpreter and guardian and thereby secured for itself a power that it would not readily relinquish. This link between morality and religion has been so firmly forged that it is still sometimes asserted that there can be no morality without religion. According to this view, ethics is not an independent field of study but rather a branch of theology (see moral theology).

There is some difficulty, already known to Plato, with the view that morality was created by a divine power. In his dialogue Euthyphro, Plato considered the suggestion that it is divine approval that makes an action good. Plato pointed out that, if this were the case, one could not say that the gods approve of such actions because they are good. Why then do they approve of them? Is their approval entirely arbitrary? Plato considered this impossible and so held that there must be some standards of right or wrong that are independent of the likes and dislikes of the gods. Modern philosophers have generally accepted Plato’s argument, because the alternative implies that if, for example, the gods had happened to approve of torturing children and to disapprove of helping one’s neighbours, then torture would have been good and neighbourliness bad.

Problems of divine origin
A modern theist (see theism) might say that, since

1. ETHICAL MANAGEMENT PARADIGM Mr. Francis Ryan D. Año MEM Student , PUP – OU Lopez Center, Quezon 2 nd Semester SY 2014-2015

2. COVERAGE OF DISCUSSION: Understanding Ethical Decision Making Context of Administrative Ethics Administrative Responsibility and Conduct Maintaining Responsible Conduct in Public Organization Integrating Ethics with Norms and Structure

3. Understanding Ethical Decision Making

4. What is ETHICS? ETHICS refers to principles that define behavior as right, good and proper . Principles that do not always dictate a single “moral” course actions, but provide a means of evaluating and deciding among competing options.

5. “Ethics” & “Values” Ethics and values are not interchangeable. Ethics is concerned how a moral person should behave , whereas values are the inner judgments that determine how a person actually behaves.

6. Values concern ethics when they pertain to beliefs about what is right and wrong.

7. From Values to Principles REMEMBER: We translate values into principles so they can guide and motivate ethical conduct. Ethical principles are the rules of conduct that derive from ethical values .

8. Ethics & Actions Ethics is about putting principles into action. Consistency between what we say we value and what our actions say we value is a matter of integrity.

9. Ethics is also about self-restraint: Not doing what you have the power to do. An act isn’t proper simply because it is permissible or you can get away with it. Not doing what you have the right to do. There is a big difference between what you have the right to do and what is right to do. Not doing what you want to do. An ethical person often chooses to do more than the law requires and less than the law allows.

10. Why Be Ethical? People have lots of reasons for being ethical: There is inner benefit. Virtue is its own reward. There is personal advantage. It is prudent to be ethical. It is good business. There is approval. Being ethical leads to self-esteem, the admiration of loved ones and the respect of the peers. There is religion. Good behavior can please or help serve as deity. There is habit. Ethical actions can fit in with upbringing or training.

11. There are obstacles to being ethical, which include: The ethics of self-interest. – The real test of our ethics is whether we are willing to do the right thing even when it is not our self-interest. The pursuit of happiness. – The morally mature individual finds happiness in grander pursuits than money, status, sex and mood-altering substances. A deeper satisfaction lies in honoring universal ethical values , that is, values that people everywhere believe should inform behavior. That unity between principled belief and honorable behavior is the foundation for real happiness .

12. THE SIX PILLARS OF CHARACTER

13. 1. TRUSTWORTHINESS When other trust us, they give us greater leeway because they feel we don’t need monitoring to assure that we will meet our obligations. They believe in us and hold us in higher esteem. This concerns honesty, integrity, reliability and loyalty .

14. Honesty It is a broader concept that we associate with people of honor , and we admire and rely on those who are honest. It involves both communication and conduct.

15. Three Dimensions of Honesty TRUTHFULNESS – It presenting the facts to the best of our knowledge . Intent is the crucial distinction between truthfulness and truth itself. SINCERITY – It is genuineness, being without trickery or duplicity . It precludes all acts – half-truths, out-of-context statements, silence that are intended to create beliefs or leave impressions that are untrue or misleading. CANDOR – forthrightness and frankness, imposing the obligation to volunteer information that another person needs to know

16. Integrity Comes from the Latin root “integer” or whole number A person of integrity is undivided and complete . This means that the ethical person acts according to her beliefs , not according to expediency. Consistency matters – making decision from situation to situation, principles do not vary at work and at home, in public or alone

17. Reliability (Promise-Keeping) Make promises or other commitments that create legitimate basis for another person to rely upon us, we undertake special moral duties. Accept the responsibility of making all reasonable efforts to fulfill our commitments It is important to avoid bad-faith excuses (interpret promises fairly and honestly), avoid unwise commitments (willingness to fulfill the promises), and, avoid unclear commitment (the person understands your commitment)

18. Loyalty Create an expectation of allegiance, fidelity and devotion This is a responsibility to promote the interests of certain people, organizations or affiliations. This duty goes beyond the normal obligation we all share to care for others.

19. 2. RESPECT People are not things, and everyone has a right to be treated with dignity. A responsibility to be the best we can be in all situations , even when dealing with unpleasant people. Golden Rule: “ DO UNTO OTHERS AS YOU WOULD HAVE THEM DO UNTO YOU.” Respects prohibits violence, humiliation, manipulation and exploration . It reflects notions such as civility, courtesy, decency, dignity, autonomy, tolerance, and acceptance .

20. 3. RESPONSIBILITY Life is full of choices. Being responsible means being in charge of our choices and, thus, our lives. It is also means recognizing that our actions matter, and we are morally on the hook for the consequences. Our capacity to reason and freedom to choose make us morally autonomous Ethical people show responsibility by being accountable, pursuing excellence, and exercising self-reliant .

21. Accountability Accountable person considers the consequences of his/her behavior and association. Recognizes the common complicity in the triumph of evil when nothing is done to stop it. Leads by example.

22. Pursuit of Excellence It has an ethical dimension when others rely upon our knowledge, ability or willingness to perform tasks safely and effectively. DELIGENCE – It is hardly unethical to make mistakes or to be less that “excellent,” but there is a moral obligation to do one’s best, to be diligent, reliable, careful, prepared and informed. PERSEVERANCE – Responsible people finish what they start, overcoming rather than surrendering to obstacles. They avoid excuses such as, “That’s just the way I am,” or “It’s not my job,” or “It was legal.”

23. Pursuit of Excellence CONTINUOUS IMPROVEMENT – Responsible people always look for ways to do their work better. SELF-RESTRAINT – Responsible person exercises self-control, restraining passions and appetites (such as lust, hatred, gluttony, greed and fear) for the sake of longer-term vision and better judgment.

24. 4. FAIRNESS It involves issues of equality, impartiality, proportionality, openness and due process. It implies adherence to a balanced standard of justice without relevance to one’s own feelings or inclinations.

25. Process It is crucial in setting disputes, both to reach the fairest results and to minimize complaints. A fair person scrupulously employs open and impartial processes for gathering and evaluating information necessary to make decisions. Fair people do not wait for the truth to come to them; they seek out relevant information and conflicting perspective before making important judgments.

26. Impartiality Decisions should be made without favoritism or prejudice.

27. Equity An individual, company or society should correct mistakes, promptly and voluntarily. It is improper to take advantage of the weakness or ignorance of others.

28. 5. CARING This is the heart of ethics, and ethical decision making . Ethics is ultimately about good relations with other people . It is easier to love “humanity” than to love people. The highest form of caring is the honest expression of benevolence or altruism .

29. 6. CITIZENSHIP This includes civic virtues and duties that prescribe how we ought to behave as part of the community . Good citizen knows the laws and obeys them . Volunteers and stays informed on the issues of the day, the better to execute her/his duties and privileges as a member of a self-governing democratic society.

30. CITIZENSHIP Good citizen does his/her fair share to make society work, now and for future generations. Committed to the public sphere (e.g., conserving resources, recycling, using public transportation and cleaning up litter) Good citizen gives more than s/he takes.

31. GROUND WORK FOR MAKING EFFECTIVE DECISION

32. Let us not forget… All our words, actions, and attitude reflect choices.

33. Two Core Principles of Decision Making We all have the power to decide what we do and what we say We are morally responsible for the consequences of our choices

34. We may have the power to do everything we want to do, but we still have the power to decide what to do with what we have . We need to teach our children that even though they may not like their choices they still have choices – and the responsibility to make them wisely.

35. Taking Choices Seriously We all make thousands of decision everyday. Most of them do not justify extended forethought. When the issues are not morally complex and the stakes are small, our normal instincts are sufficient . The problem comes when we don’t distinguish between minor and potentially major issues, when we “go with the flow” in situations that demand a much more careful approach.

36. Recognizing Important Decisions Reflection does not come naturally to everyone. That is why it is important for parents to sharpen their children’s instincts about what matters and what doesn’t. Simple Formula: “The greater the potential consequences, the greater the need for careful decision making.”

37. To help you identify important decisions, ask yourself these four questions: Could you or someone else suffer physical harm? Could you or someone else suffer serious emotional pain? Could the decision hurt your reputation, undermine your credibility, or damage important relationships? Could the decision impede the achievement of any important goal?

38. Good Decisions Are Both Ethical & Effective ETHICAL DECISIONS When it is consistent with the 6 Pillars of Character – ethical decisions generate and sustains trust; demonstrate respect, responsibility, fairness and caring; and are consistent with good citizenship.

39. Good Decisions Are Both Ethical & Effective EFFECTIVE DECISIONS A decision is effective if it accomplishes something we want to happen , if it advances our purposes. A simple test: Are you satisfied with the results? A choice that produces unintended and undesirable results is ineffective.

40. Discernment & Discipline Two critical aspects to ethically sound decisions : - Knowing what to do - Doing it

41. Discernment & Discipline DISCERNMENT The first requirement of good decisions. This requires knowledge and judgment .

42. Discernment & Discipline DISCIPLINE Good decisions also require discipline, the strength of character to do what should be done even when it is costly or uncomfortable. It is not enough to discern – we must follow it. This often takes will power or moral courage : the willingness to do the right thing even when it is inconvenient, scary, difficult or costly .

43. THE SEVEN-STEP PATH TO BETTER DECISIONS

44. 1. STOP & THINK The oldest advice in the world: THINK AHEAD Well-Worn Formula: Count 10 when angry and count a hundred when very angry Stopping to think provides several benefits : It prevents rash decisions; It prepares us for more thoughtful discernment; and, It can allow us to mobilize our discipline .

45. 2. CLARIFY GOALS Before you choose, clarify your short and long term aims . Determine which of your many wants and don’t- wants affected by the decision are the most important. The big danger is that decisions that fulfill immediate wants and needs can prevent the achievement of our more important life goals.

46. 3. DERTERMINE FACTS You should have adequate information to support an intelligent choice. You cannot make good decisions if you don’t know the facts. First resolve what you know and, then, what you need to know . Be prepared to get additional information and to verify assumptions and other uncertain information.

47. Here are some guidelines: Consider the reliability and credibility of the people providing the facts. Consider the basis of the supposed facts. If the person giving you the information says he or she personally heard or saw something, evaluate that person in terms of honesty, accuracy and memory . Remember the assumptions, gossip, and hearsay are not the same as facts .

48. Here are some guidelines: Consider all perspectives, but be careful to consider whether the source of the information has values different than yours or has a personal interest that could affect perception of the facts. Where possible seek out the opinions of people whose judgment and character you respect , but be careful to distinguish the well-grounded opinions of well-informed people from casual speculation, conjecture and guesswork.

49. Here are some guidelines: Finally, evaluate the information you have in terms of completeness and reliability so you have a sense of the certainty and fallibility of your decisions.

50. 4. DEVELOP OPTIONS You know what you want to achieve and have made your best judgment as to the relevant facts, make a list of options , a set of actions you can take to accomplish your goals. If it’s an especially important decision, talk to someone you trust so you can broaden your perspective and think of new choices .

51. 5. CONSIDER CONSEQUENCES TWO TECHNIQUES TO REVEAL THE POTENTIAL CONSEQUENCES: “Pillar- rize ” your options. Filter your choices through each of the 6 Pillars of Character: trustworthiness, respect, responsibility, fairness, caring and citizenship . Identify the stakeholders and how the decision is likely to affect them. Consider your choices from the point of view of the major stakeholders . Identify whom the decision will help and hurt.

52. 6. CHOOSE STRATEGIES: Talk to people whose judgment you respect. Think of a person who will serve as your decision-making role model and try to behave the way s/he would .

53. CHOOSE STRATEGIES: What would you do if you were sure everyone would know? If everyone found out about your decision, would you be proud and comfortable? Good choices make us worthy of admiration and build good reputations . Character is revealed by how we behave when we think no one is looking and strengthen when we act as if everyone is looking .

54. CHOOSE STRATEGIES: GOLDEN RULE: “ Do unto to others as you would have them do unto you.” - We want others to treat us with respect, so we should treat others respectfully.

55. 7. MONITOR AND MODIFY Ethical decision-maker monitor the effects of their choices . If they are not producing the intended results or are causing additional unintended and undesirable results, they re-assess the situation and make new decisions.

56. OBSTACLES TO ETHICAL DECISION MAKING: RATIONALIZATIONS

57. If It’s Necessary, It’s Ethical This approach often leads to ends-justify-the-means reasoning and treating non-ethical tasks or goals as moral imperatives.

58. The False Necessity Trap We tend to fall into the “false necessity trap” because we overestimate the cost of doing the right thing and underestimate the cost of failing to do so.

59. If it’s Legal and Permissible, It’s Proper This substitutes legal requirements (which establish minimal standards of behaviour) for personal moral judgment. This alternative does not embrace the full range of ethical obligations, especially for individuals involved in upholding the public trust. Ethical people often choose to do less than the maximally allowable, and more than the minimally acceptable.

60. It’s Just Part of the Job Conscientious people who want to do their jobs well fail to adequately consider the morality of their personal behaviour. REMEMBER: Everyone’s first job is to be a good person.

61. It’s All for a Good Cause It is a seductive rationale that loosens interpretations of deception, concealment, conflicts of interest, favouritism and violations of established rules and procedures.

62. I Was Just Doing It for You The primary justification for committing “little white lies” or withholding important information in personal or professional relationship. This rationalization overestimates other people’s desire to be “protected” from the truth, when in fact most people would rather know unpleasant information than believe soothing falsehood.

63. I’m Just Fighting Fire With Fire This is the false assumption that promise-breaking, lying, and other kinds of misconduct are justified if they are routinely engaged in by those with whom your are dealing. REMEMBER: When you fight fire with fire, you end up with the ashes of your own integrity.

64. It Doesn’t Hurt Anyone This rationalization falsely holds that one can violate ethical principles so long as there is no clear and immediate harm to others.

65. Everyone’s Doing It This is a false, “safety in numbers” rationale fed by the tendency to uncritically treat culturally, organizational or occupational behaviours as if they were ethical norms, just because they are norms.

66. It’s OK If I Don’t Gain Personally This justifies improper conduct done for others or for institutional purposes on the false assumption that personal gain is the only test of impropriety.

67. I’ve Got It Coming People who feel they are overworked or underpaid rationalize that minor “perks” – such as acceptance of favors , discounts or gratuities – are nothing more than compensation for service rendered. This is also used as an excuse to abuse sick time, insurance claims, overtime, personal phone calls and personal use of office supplies.

68. I Can Still Be Objective By definition, if you’ve lost your objectivity, you can’t see that you’ve lost your objectivity! It also underestimates the subtle ways in which gratitude, friendship and the anticipation of future favours affect judgment.

69. CONTEXT OF ADMINISTRATIVE ETHICS ADMINISTRATIVE RESPONSIBILITY AND CONDUCT

70. ADMINISTRATIVE ETHICS It implies applying general moral rules to specific sphere of human relations or administrative relations. Components of Administrative Ethics: Values: individual, group and social statements, opinions and attitudes towards concepts like freedom, justice, honesty, loyalty, neutrality, responsibility, etc. Standards and norms: the principles that guide the actions of people and employees and help lead and control their behavior (laws, codes, rules). Behavior: different forms of employee activity limited by certain standards and norms corresponding with social values.

71. ADMINISTRATIVE ETHICS Performs the following basic tasks: • To participate in the regulation of the relationship between government and citizens . • To promote public and state concerns in government activities as much as possible. • To provide public administration staff with certain behavioral standards based on morality.

72. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES OF THE SCHOOL HEADS/PRINCIPALS (RA 9155) Setting the mission, vision, goals and objectives of the school Creating an environment within the school that is conducive to teaching and learning Implementing, monitoring , and assessing the school curriculum and being accountable for higher learning outcomes Developing the school education program and improvement plan

73. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES OF THE SCHOOL HEADS/PRINCIPALS (RA 9155) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community Introducing new and innovative modes of instruction to achieve higher learning outcomes Administering and managing all personnel, physical and fiscal resources of the school Recommending the staffing complement of the school based on the needs

74. ADMINISTRATIVE DUTIES AND RESPONSIBILITIES OF THE SCHOOL HEADS/PRINCIPALS (RA 9155) Encouraging school and community networks and encouraging the active participation of teacher organizations, non academic personnel of public schools , and parent teacher community associations Accepting donations, gifts, bequests and grants in accordance with existing laws and policy of the department for the purpose of upgrading teachers/learning facilitators’ competencies , improving and expanding school facilities and providing instructional materials and equipment . Such donations or grants must be reported to the division superintendent. Performing such other functions as may be assigned by the Secretary, Regional Director and Schools Division Superintendents where they belong.

75. CODE OF ETHICS for PUBLIC ELEMENTARY SCHOOL HEADS/PRINCIPALS

76. THE PRINCIPAL AND THE PROFESSION Section 1. The principal should dignify the teaching profession , uphold the importance of his service to society and manifest enthusiasm for and pride in the profession . Section 2. The principal should broaden his cultural outlook and enhance his professional interest so that he can maintain the highest possible standards of the profession. Section 3. The principal should maintain his own efficiency through study, research and other means which will keep high abreast with the growing trends education and the world in which he lives. Section 4. The principal should encourage and nurture professional growth of all co-workers by appropriate methods of recognition.

77. THE PRINCIPAL AND THE PROFESSION Section 5. The principal should be vigilant of the dangers of undue political interference in education. Section 6. The principal should make his stand clear, definite and firm on all education issues to prove that his business which is education is served best by his. Being non-partisan in all aspects .

78. THE PRINCIPAL AND HIS ASSOCIATES Section 1. Every principal and his associates should be imbued at all times with the spirit of professional loyalty, mutual confidence and faith in one another when the best interest of the children, the school or the profession is at stake. Section 2. Every principal and his associates should be a shining example of moral values and upright living , teach and live a good life and practice what he preaches . Section 3. Every principal or his associates should make due acknowledgment of assistance received from each other . Section 4. Professional criticism of associates should be made only for the welfare of the children or the school. Justified criticism, however, should not be withheld but should be presented only with supporting evidence to those who have authority to try to correct the case on its merits. Criticism of an associate should not be made in the presence of pupils, or students, fellow teachers or school patrons.

79. THE PRINCIPAL AND HIS ASSOCIATES Section 5. Every principal or his associates should hold inviolate all confidential information concerning his associates and the school . Divulging information not yet official/released should be avoided. Section 6. No principal or his associates should apply for a position that is not vacant or definitely known about to be vacant . Neither should he criticize the qualifications of a competitor, even if given the opportunity to do so. Section 7. “Command responsibility” should be the rule , rather than the exception in the management of the school. The principal or his associates should respect the wishes of those assigned to take charge of specific functions in the school . However, suggestions may be given and considered in the light of which they are intended. Section 8. Every principal or his associates should strive to develop and attain high sense of human values, moral, social, economic and cultural . This could be attained only by soul-searching and determination to do good , not only for himself but for all who look up him for guidance and help.

80. THE PRINCIPAL AND HIS ASSOCIATES Section 9. Every principal or his associates should see each other as human beings, endowed with individual feelings, capabilities and attitude . The opinion of one should be respected and considered as good as the other. Section 10. Every principal or his associates should understand that official time should be devoted fully, faithfully and conscientiously to the accomplishment or improvement of his work. Section 11. Every principal expecting professional loyalty from his associate should set an example by his discharge of efficient service . Loyalty is earned, not imposed. He should also uphold the dignity of his position by doing nothing that smacks of servility.

81. THE PRINCIPAL, THE TEACHERS AND OTHER SCHOOL PERSONNEL Section 1. The principal should at all times be imbued with the spirit of reciprocal professional loyalty . Section 2. The principal whether on or off duty, should extend needed and justified assistance to subordinates . Section 3. Every principal should see to it that a spirit of healthy companionship pervades the entire system . Mutual assistance is necessary for the effective operation of any enterprise. He should also give credit for assistance received from his associates and not appropriate for himself the work of others. Section 4. The principal should not allow any school personnel or teacher to apply for a position that is not vacant nor criticize the qualifications of the competitor .

82. THE ETHICAL ASPECTS OF SCHOOL ADMINISTRATION The principal assumes an obligation and a responsibility when he accepts the position of principal of the school. Among other responsibilities, he must use every means available for the advancement of professional attitudes and ideals in himself and in the staff under his direction. This is of the greatest importance, and he must have a code of ethical conduct which is readily evident to all of the school’s publics and by which he is guided in his daily work.

83. SCHOOL HEAD’S/PRINCIPAL’S PERSONAL CODE OF ETHICS The principal will assume full responsibility for his errors and will make proper admission to responsible persons or agencies. The principal should not seek his own account , undue publicity for his acts, but will rely on the merits of the outcome of his acts as judged by other responsible persons. The principal will conduct his out-of-school affairs and life so as to be consistent and compatible with his position of principalship and in a manner that maintains his community respect and dignity. The principal will not unduly cultivate the friendship of individual members of the School Board for self-aggrandizement and special privilege.

84. SCHOOL HEAD’S/PRINCIPAL’S PERSONAL CODE OF ETHICS The principal will keep in confidence any information obtained in a personal relationship from a student or member of his staff , unless withholding of such information is unlawful and of great detriment to the welfare of the school. The principal shall not receive from a publisher any reward for services in the selection of a textbook for the school . He will appoint a committee of qualified teachers to review all textbooks and teaching material and may be guided by their recommendations. The principal shall regard the selection of textbooks and instructional equipment for the best interest of the students and shall be obligated to distribute purchase among several competing firms. The principal shall not give undue favor to local author or publisher unless their instructional materials are of the same quality as other competing firms.

85. SCHOOL HEADS/PRINCIPALS’CODE OF ETHICS WITH STAFF PERSONNEL The principal in a supervisory capacity will not openly criticize a teacher before others or in the presence of students . The principal will criticize a member of the instructional staff on a confidential basis privately or before the superintendent with necessary evidence. The principal will not recommend the dismissal of school personnel unless he gives the teacher a clear-cut reason for his action, allows the charged teacher full recourse of the law in full accord with the legal regulations regarding dismissals. The principal will support and protect the right of all members of his staff from unreasonable and unjust charges as citizens or exercising their professional rights as teachers.

86. SCHOOL HEADS/PRINCIPALS’CODE OF ETHICS WITH STAFF PERSONNEL The principal will sincerely endeavor to improve the social vision and the professional services and understandings of his staff and himself . The principal will promote the professional welfare of all members of his staff by working for adequate salaries, security, professional growth and recognition . The principal will not interfere with teacher’s appraisal of a student’s work unless there is definite evidence of malice and injustice in the teacher’s evaluation. The principal will recommend a candidate for a position on the basis of all around professional qualifications for the position . He will not be influenced by personal consideration, transfer, or a position outside the community except on a basis of professional qualification. He will not make an insincere recommendation on the basis of personal acquaintance.

87. SCHOOL HEADS/PRINCIPALS’CODE OF ETHICS WITH STAFF PERSONNEL The principal will give full consideration for release of a teacher from a contract if an unusual professional advancement in position and status is involved. The principal has no moral right to try to fill a position during the school year and pressure the teacher in the other school system to resign without sufficient notice , unless it is regarded as a definite professional promotion and advancement.

88. SCHOOL HEADS/PRINCIPALS CODE OF ETHICS WITH STUDENTS The principal will not reprimand a student publicly or to other persons unless such persons can help the student correct and improve such behavior or attitude . The principal should regard student delinquency and misconduct as a condition that needs study and understanding rather than outright punishment without an examination of the underlying causes of such delinquency and follow existing Civil Service/ DepEd rules and regulations. The principal will be vigorous in his efforts to assure every student a full opportunity for growth and development consistent with the student’s interest, aptitude and ability .

89. SCHOOL HEADS/PRINCIPALS CODE OF ETHICS WITH STUDENTS The principal will report all misconduct of a minor nature to a parent only if it is chronic and his behavior is not showing any improvement . The principal will give full credit to a student for outstanding achievement to the proper persons at the appropriate time and occasion. The principal will reveal the personal record and confidential matters only to authorized persons and upon order of the court .

90. SCHOOL HEADS/PRINCIPALS CODE OF ETHICS WITH THE PUBLIC The principal will not accept personal commissions or bonuses from agents or organizations (who have transactions with the superintendent of schools, because he is in a position to influence the superintendent). The principal will not allow his name or position to be used in endorsing a commercial product or a questionable propaganda cause . The principal will not allow his school, teachers, or students to be used by persons or a group of persons for personal gain or for advancing questionable propaganda . The principal will at all times be loyal to the school officials and their policies .

91. MAINTAINING RESPONSIBLE CONDUCT IN PUBLIC ORGANIZATION covers R.A. 6713 Code of Conduct and Ethical Standards for Public Officials and Employees

92. Section 4. Norms of Conduct of Public Officials and Employees (RA 6713) Commitment to public interest . - Public officials and employees shall always uphold the public interest over and above personal interest . Professionalism. - Public officials and employees shall perform and discharge their duties with the highest degree of excellence, professionalism, intelligence and skill . They shall enter public service with utmost devotion and dedication to duty .

93. Section 4. Norms of Conduct of Public Officials and Employees (RA 6713) Justness and sincerity. - Public officials and employees shall remain true to the people at all times . They must act with justness and sincerity and shall not discriminate against anyone , especially the poor and the underprivileged. Political neutrality. - Public officials and employees shall provide service to everyone without unfair discrimination and regardless of party affiliation or preference.

94. Section 4. Norms of Conduct of Public Officials and Employees (RA 6713) Responsiveness to the public. - Public officials and employees shall extend prompt, courteous, and adequate service to the public . Nationalism and patriotism. - Public officials and employees shall at all times be loyal to the Republic and to the Filipino people , promote the use of locally produced goods, resources and technology and encourage appreciation and pride of country and people .

95. Section 4. Norms of Conduct of Public Officials and Employees (RA 6713) Commitment to democracy . - Public officials and employees shall commit themselves to the democratic way of life and values, maintain the principle of public accountability , and manifest by deeds the supremacy of civilian authority over the military . Simple living . - Public officials and employees and their families shall lead modest lives appropriate to their positions and income. They shall not indulge in extravagant or ostentatious display of wealth in any form.

96. Section 5. Duties of Public Officials and Employees (RA 6713) (a) Act promptly on letters and requests. - All public officials and employees shall, within fifteen (15) working days from receipt thereof , respond to letters, telegrams or other means of communications sent by the public. The reply must contain the action taken on the request . (b) Submit annual performance reports. - All heads or other responsible officers of offices and agencies of the government and of government-owned or controlled corporations shall, within forty-five (45) working days from the end of the year , render a performance report of the agency or office or corporation concerned. Such report shall be open and available to the public within regular office hours .

97. Section 5. Duties of Public Officials and Employees (RA 6713) (c) Process documents and papers expeditiously. - All official papers and documents must be processed and completed within a reasonable time from the preparation thereof and must contain, as far as practicable, not more than three (3) signatories therein . In the absence of duly authorized signatories , the official next-in-rank or officer in charge shall sign for and in their behalf.

98. Section 5. Duties of Public Officials and Employees (RA 6713) (d) Act immediately on the public's personal transactions. - All public officials and employees must attend to anyone who wants to avail himself of the services of their offices and must, at all times, act promptly and expeditiously. (e) Make documents accessible to the public. - All public documents must be made accessible to, and readily available for inspection by, the public within reasonable working hours.

99. INTEGRATING ETHICS with NORMS AND STRUCTURE

100. ETHICAL NORMS Ethical norms (or values) – concepts such as integrity, honesty, truth, fairness and respect for others – should underpin the work of the members of the education profession (Poisson, 2009). The ethical universal norms should guide the conduct of school administrators and teachers (Poisson, 2009).

101. SOURCES OF VALUES Individual values (integrity, i.e. honesty, consistency, coherence and reciprocity). These are aimed to “urge public officials to demonstrate the highest standards in all activities to inspire public confidence and trust in public service.” Professional values which are directed to “strengthen individual capacities and encourage the professional development of others.”

102. SOURCES OF VALUES Organizational values which encourage public officials to “strengthen organizational capabilities to apply ethics, efficiency, and effectiveness in serving the public. ” Legal values can be broadly defined as the Constitution. These are aimed to encourage public officials to “respect, support, and study government constitutions and laws that define responsibilities of public agencies, employees, and citizens”

103. ETHICAL STRUCTURE The law provides that the Secretary of Education shall create promotion board, at the appropriate level, which shall formulate and implement a system of promotion . Promotion of school heads shall be based on educational qualification, merit, and performance rather than on the number of teachers/learning facilitators and learners in the school. The school head shall be both an instructional leader and administrative manager .

104. ETHICAL STRUCTURE RA 9155 emphasized shared governance which means that the principal exercises empowerment within her area of jurisdiction . Shared governance is a principle which recognizes that every unit in the organization bureaucracy has a particular role, task, and responsibility inherent in the office and for which it is principally accountable for outcomes.

105. ETHICAL STRUCTURE Since the principal is the person responsible for the administrative and instructional supervision , s/he maintains his/her independence in decision-making as long as the principles of accountability and transparency are operationalized in the performance of his/her functions and responsibilities. Principals are empowered to embark on programs and projects which would redound to improvement of instruction and as such are directly and solely accountable to the appointing authority .

106. ETHICAL STRUCTURE In areas of the country where schools district exists and headed by schools district supervisor, RA 9155 stipulates that the schools district supervisor merely provides professional and instructional advice to the school heads/principals and teachers/facilitators of school and learning centers in the district cluster thereof. The schools district supervisor acts as curricular supervisors and offers instructional support .

107. ETHICAL STRUCTURE Principals are given wide latitude to decide on how to improve their schools . They are granted administrative powers such as preparation of their manpower and logistics requirements, recommending of teacher applicants, and deciding on appropriate textbooks for their students . Observe the Code of Ethics for School Heads/Principals .

108. " The respect that leadership must have requires that one's ethics be without question. A leader not only stays above the line between right and wrong, he stays well clear of the gray areas." — G. Alan Bernard President, Mid Park, Inc.

109. BIBLIOGRAPHY/REFERENCES Making ethical decisions. Josephson Institute of Ethics.Retried from www.josephsoninstitute . org/MED/MED- intro+to.htm last February 2, 2015. Orlic , R. (_____). Main areas of admnistrative ethics. Jove Ilica 154, 11040 Belgrade, Serbia. Poisson, M. (2009). GUIDELINES for the design and effective use of teacher codes of conduct. Paris, France: UNESCO International Institute for Educational Planning. Republic Act 6713 Code of Conduct and Ethical Standards for Public Officials and Employees Republic Act 9155 Governance of Basic Education Act of 2001 The principal’s handbook towards empowered leadership. (2005). Published by Manila Public Elementary School Principal’s Association, Inc. (MAPESPA, Inc.).

110. THANK YOU! 