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This study had five objectives: explain the initial steps that led to the construction of the Ethical Leadership Questionnaire (ELQ); analyze the items and verify the ELQ reliability using item response theory (IRT); examine its factorial structure with a confirmatory factor analysis (CFA) and an exploratory structural equation modeling (ESEM) approach; test the item bias of the ELQ; assess the relation between the ELQ dimensions and ethical sensitivity. The paper aims to discuss these issues.

Study 1 and Study 2 involved 200 and 668 respondents, respectively. Step 1 consisted in IRT; Step 2 in CFA and ESEM analysis; Step 3 in invariance of the ELQ items across gender, and Step 4 in structural equation modeling.

Results indicated the presence of the three types of ethic in the resolution of moral dilemmas, validating Starratt's model. The factor structure was gender invariant. Ethic of critique was significantly related to ethical sensitivity.

More replications will be needed to fully support the ELQ's validity. Given that the instrument may be used in diverse cultural contexts, invariance across cultures would be warranted.

As educational organizations become aware of the crucial need for more ethical leaders, they will need to pay particular attention to the ethic of critique as it appears to play a significant role in the development of ethical sensitivity.

Results presented in this paper answer a vital need for more ethical skills in educational leadership.

The ELQ provides a validated measure of Starratt's conceptual framework and highlights the key role played by ethical sensitivity and the ethic of critique.

In response to the growing need for educational leaders who possess ethical, critical and reflective qualities, a training program was developed based on ethics as a reflective critical capacity and on Starratt's three‐dimensional model. This paper aims to describe the impact of the program on ethical decision making and on educational leaders’ ethical competencies.

A three‐year action‐research study was conducted with three groups of educational administrators, totalling 30 participants. Mixed methods were used for data collection: a pre‐ and post‐training questionnaire, individual semi‐structured interviews and group interviews. The questionnaire data were analyzed using SPSS software and interview data were analyzed using thematic analysis.

Results from the pre‐test indicate that, prior to the training program, participants rarely possessed all three ethical dimensions. Post‐test results show how participants experience a significant readjustment process characterized by three different stages which have been called the transformative cycle. Qualitative results show the impact of the training program on improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. No significant difference is observed between male and female participants but statistically significant differences are found according to number of years of experience and to work situation.

Developing sound ethical expertise appears to be promising in training future educational administrators and in improving their leadership skills.

This study is original in many aspects. Theoretically, it is based on a self‐regulated rather than hetero‐regulated approach to ethics and calls for descriptive rather then normative foundations to ethical leadership. With regard to its methodology, it used mixed methods adapted to action research as well as original data collection instruments.

The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders.

Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages were calculated for each subscale.

Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority.

This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope.

The study results may inform the developing ethical qualities in educational leadership.

The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.

The purpose of this paper is to explore the nature of moral literacy as it applies to leadership development and the processes for promoting moral literacy through teaching in colleges and universities.

The ethics of authenticity and moral agency in education settings are proposed as a means for promoting and achieving moral literacy among teachers and students.

Instructional principles for the integration of values and ethics into post secondary teaching are outlined and several successful techniques are illustrated.

The use of values and ethics frameworks as content is contrasted with their application as process.

Examples of applications are included in the form of teaching activities such as the “value audit”, “personal inventories”, “problem interpretation protocols” and the “use of case studies”.

A theoretically grounded justification for incorporating moral literacy frameworks in university level teaching combined with practical instructional strategies.

Presents 35 abstracts from the 2001 Employment Research Unit Annual conference held at Cardiff Business School in September 2001. Attempts to explore the theme of changing politics of employment relations beyond and within the nation state, against a background of concern in the developed economies at the erosion of relatively advanced conditions of work and social welfare through increasing competition and international agitation for more effective global labour standards. Divides this concept into two areas, addressing the erosion of employment standards through processes of restructuring and examining attempts by governments, trade unions and agencies to re‐create effective systems of regulation. Gives case examples from areas such as India, Wales, London, Ireland, South Africa, Europe and Japan. Covers subjects such as the Disability Discrimination Act, minimum wage, training, contract workers and managing change.

The popularity of CDROM is due to a number of factors: they are versatile; large amounts of data can be held in a variety of formats; access to information is fast and a variety of user‐friendly search options is offered; and end‐users can use a CDROM with little or no instruction. From the point of view of the library or information service, they can save costs compared to online services both for bills and the need to provide intermediary assistance when online services are used. They are, of course, also space‐saving when compared with their print‐based alternatives. Gunn & Moore (1990) and Oppenheim (1993) provide helpful background on the benefits of CDROM to libraries, and issues that the new medium raises.