Relational and Ethical Leadership in Education
Introduction
Relational Leadership and Ethical Leadership in Education
Welcome. I am Dr. Michael James Troeger of New York, and this site is dedicated to advancing relational leadership and ethical leadership in education. My career has been defined by unwavering student advocacy, compassionate and principled relational leadership, and a commitment to continuous school improvement—values that are essential for building trust, integrity, and positive culture within K-12 and higher education communities.
The Challenge of Ethical Leadership
We live and work in a scandalous era, where organizations, including schools are accosted with sexual harassment, assaults, retaliation, and capitulation to nondisclosure agreements (NDAs); where good educators are actually forbidden from telling the truth…in perpetuity.
Hence, ethical leadership is a common topic, although perhaps only whispered within the shadowy recesses of academia.
A central concern in education today is the erosion of ethical standards among some educators, which can lead to student harm and systemic injustice. Throughout my career, I have worked to protect students, promote accountability, and encourage leaders to uphold the highest ethical standards. I am simultaneously proud and humbled to have vehemently protected innocent students from abuse of the most egregious kind, especially students with disabilities. Most inconceivably, such abuse came at the hand(s) of those sworn to protect them. True leadership requires not only compliance with the law, but also the courage to address wrongdoing, support transparency, and foster a culture where integrity is the norm.
Ethical Dilemmas in Educational Environments
Unfortunately, toxic cultures and unethical directives persist in some educational environments. Hypothetically, consider the ethical challenges posed by:
- Being instructed to ignore or conceal student abuse, rape, or illegal acts.
- Facing retaliation for reporting misconduct by your superior, for student advocacy, and for opposing discrimination in the workplace.
- Having complaints of discrimination or harassment mishandled or ignored.
- Being silenced by non-disclosure agreements that prevent transparency and accountability.
Such practices are fundamentally incompatible with ethical and relational leadership, undermining the mission of education. However, many schools operate in this fashion, simultaneously betraying students and families, and funding same on the backs of taxpayers.
The Connection Between Ethical Leadership and Teacher Job Satisfaction
Moreover, there is an undisputed correlation between ethical leadership and relational leadership, measured in teacher job satisfaction. To wit, some in the field have forgotten the most rudimentary of all attributes of the educator; that of being human. Teacher job satisfaction is bolstered by “efficacious, integrous, and supportive leadership, who establish and continually nurture a positive work culture. Effective leaders establish a culture of trust within their schools, described as:
The “lubricant of organizational functioning, freeing teachers from preoccupation with physical or emotional safety to focus on the work itself. By establishing trust, leaders create educational opportunities to collaborate toward common goals ensured by genuine goodwill and positive intentions betwixt leader and teacher” (Troeger, 2022, p.41; see also Brezicha & Fuller, 2019; Tschannen-Moran, 2004, p. 16). However, employers who generally “ignore employee morale, or worse, intentionally refuse to mitigate specific violations to law, often suffer legal and financial consequences, including decreased worker productivity, increases in absenteeism, conflict, and turnover, as well as added expenditures” (Troeger, 2022, p. 35; see also Muskita & Kazimoto, 2017, p. 110).
Moreover, if teachers perceive a “leadership style as abusive, such a view diminishes the employees’ perception of justice, thereby demoralizing teachers and violating expectations of fair treatment in the educational workplace” (Troeger, 2022, p. 35; see also Burton et al., 2014, p. 11; Burton & Hoobler, 2011; Tepper, 2000). Behaviors are toxic, or destructive if they violate the legitimate, rightful and lawful, interests of the organization” (Troeger, 2022; see also Einarsen et al., 2007, p. 210).
Relational Leadership: Building Positive Work Environments
Conversely, relational leaders establish ethical, nurturing, and supportive work environments; providing the necessary supports for teacher-leaders, including “positive climate and culture, shared or participatory decision making models in lieu of authoritarian rule, and supportive relationships between teacher leaders, their colleagues, and district administrators” (Troeger, 2022, p. 35; see also Fisk-Natale et al., 2016; York-Barr & Duke, 2004). In my affiliated research I found teachers report administrative support as a key impetus to remain in the classroom, including receipt of emotional and instructional support and outweighing factors such as workload” (Troeger, 2022, p.35; see also Learning Policy Institute, 2017, p. 2).
Key Components of Teacher Job Satisfaction
In sum, the following are necessary components of teacher job satisfaction:
- A positive workplace and school culture
- Ethical, relational, supportive supervisors
Teachers value positive relationships and environments, reiterated by the research asserting “teacher autonomy, administrative support and leadership, and staff collegiality were the most reported, strongest predictors of satisfaction” (Troeger, 2022, p.111; see also García Torres, 2018, p. 130; Johnson et al., 2012; Ma & MacMillan, 1999; Shen et al., 2012; Skaalvik & Skaalvik, 2009; Stockard & Lehman, 2004; Tickle et al., 2011). Therefore, in practice, “school districts should focus resources on continual improvement of school culture to maintain a positive work environment for teachers and all employees of the school district as satisfied employees positively impact our students’ future” (Troeger, 2022, p. 111).
Call to Action
This site is not only an introduction to my work (see Resources tab), but also a call to action for all educational leaders and institutions. I challenge you to reflect on your own ethical standards and to ensure that your practices protect students, and support a relational leadership stance with staff, as many educators are weary. If you are committed to ethical leadership and a positive, relational school culture, I welcome the opportunity to collaborate. If not, I urge you to reconsider the long-term consequences of compromising integrity.
As I have shared in interviews, ethical leadership means doing what is right, moral, and legal—even when it is difficult or unpopular, and especially when threatened to the contrary. Leadership without integrity causes lasting harm to students, educators, and the educational system as a whole. Promoting justice in education requires courage and personal risk, but it is essential for the well-being of all.
Personal Reflections
My attempts to get the attention of the legal system to mitigate the horrific things I witnessed in education fell on deaf ears. Admittedly, without funds or legal representation, I was dismissed on procedural technicalities such as statutes of limitation, using an incorrect process server, and filing in two locations. One court told me I had presented too much evidence!
Gratefully, all matters I initiated are now resolved, and I have finally received compensation owed me, as well as other accommodations per the Americans with Disabilities Act. Respectfully, these resolved matters are private and closed for discussion. However, even now, there are web-based entities attempting to extort money from me for having protected ALL students, including those with disabilities, as well as legally opposing discrimination targeting teachers.
In closing, many educators have embarrassingly shared with me that they simply close their classroom doors so as not to see what is really occurring, or that they are compelled to “go along to get along”.
Amiel (n.d.) warns us of this workplace conflict, asserting “Truth is not only violated by falsehood, it may be equally outraged by silence” (Troeger, 2022, p. 42; Amiel, n.d., p.1).
Michael James Troeger of New York Bio:
Dr. Michael Troeger of New York is an accomplished, award winning doctoral level educator-leader leveraging 20+ years of best educational practice; a compassionate educator of indomitable, undeterred ethical and moral character; committed to infusing hope to ALL students. Troeger states: I am currently “seeking to partner with an educational system led by persons of integrity, where integrous acts are not an anomaly, but the norm; one which I can serve in loyalty and good conscience.”
Interested in More from Michael Troeger of New York?
As an education leader, I realize that there are many people who want to grow their understanding of key topics within the space. I speak to how accessible resources that demystify ethical leadership in education can be incredibly valuable for students, their families, staff, and education leaders looking to contribute to supportive and inclusive learning environments. For this reason, I will feature content that empowers readers to explore core concepts in education and education leadership.