Analyzing the Personnel Ethics

Ethical Principles

A personal ethical code needs to integrate both professional behaviors crucial to institutions, and personal behaviors, owing to their likely effect on an individual's leadership ability. Personal ethical codes should also echo an individual's worldview, as this is important in establishing the key values that have to be dominant in the ethical code. Of the many values identified, the crucial ones include vision, wisdom, service, character, work ethic, communication, commitment, and learning (Sullivan, 2009). When shaping people into educators, care must be taken to ensure others will recognize them as leaders. That is, educators represent leaders among students, in educational institutions, and particularly, leaders who work for Jesus (Howard, 2010). They have spiritual influence, due to using the Lord's powers. Leadership abilities include spiritually influencing others, through God's journey. Leaders attempting to ascribe only to influence are bound to fail themselves, as well as to lead their followers into failure. A connection with the Almighty implies a connection with a trustworthy source (the Lord) (Blackaby & Blackaby, 2011). This paper's emphasis is ethics and principles for educators at the elementary level.

Ethical Principles 11

Introduction

Ethical codes for experts in different disciplines have assumed great value, of late. Unethical behavior by corporate CEOs, other top managers, and teachers' atrocious sexual abuse of their students are only some instances of improper behavior witnessed in the U.S. today. Furthermore, the numerous cases that never reach any media vehicle and are dealt with discreetly within companies or social communities likely have significant, potent harmful repercussions (Sullivan, 2009).

Setting up an ethical code for distinct professions constitutes a move towards fostering an ethical atmosphere. This, however, in itself does not suffice to exude an ethical environment. Every individual in a firm should accept and agree to comply with the code. Though a few ethical codes specify penalties for those who step out of line, others play the role of mere professional guidelines, with any violations not being unequivocally liable for punishment (Sullivan, 2009).

While some ethical laws or codes address moral subjects, they do not comprehensively encompass the moral values principled Christian leaders must employ while conducting themselves. Although educators might be required to abide by more than one ethical code, as decided by professional institutions and governing organizations, ethical leaders in the field of education need to choose to comport themselves using the most superior standards. Irrespective of the style of leadership, ethics always form a central part of sound leadership. Instituting a personal ethical code for self-governance in an academic leader's professional capacity marks one of the first steps toward forging an ethical atmosphere for oneself as well as for those working under their wing (Sullivan, 2009).

Characteristics of an educator

Christian educators possess a God-driven purpose, and their inclination is towards Godly things, instead of worldly pleasures (Howard, 2010). The educator must have a Christian outlook towards things and should refrain from indulging in worldly matters which only cause destruction and hamper their ability to do their duty as an ethical Christian leader. Knowledge springs from God-fear, and it is only fools who scorn discipline and knowledge (Prov. 1:7). Educators should know their Lord and have a deep-rooted fear of the price to pay if they disobey His commands. Christian leaders with knowledge are wise, too. They must have whole-hearted faith in the Almighty and not depend on their own individual understanding entirely. The Lord must be acknowledged at every step of one's life, and he, in turn, sets people's paths straight (Prov. 3:5-6).

A good leader understands that other people might not accept their advice or decisions without question, and therefore, they need to guide such people to understand why they prefer, say, one textbook to another. An attempt at coercing colleagues to consent to one's decisions because of one's authority, personality, or position within the organization (Blackaby & Blackaby, 2001, p. 94) will result in that decision possibly being received poorly, while decisions grounded in encounters with the Lord, preparation, character, and a sound track record will have greater likelihood of winning others' regard and acceptance (Blackaby p. 22).

While Blackaby does not expressly refer to choice of curriculum, he offers guidelines about how leaders should make decisions and convince other people to accept their way of thinking. Leaders following Biblical principles in their decision making and skilled at successfully communicating their vision will be much less prone to facing obstructions and disagreement on the part of their juniors or colleagues (Hubpages, 2013).

Biblical worldview principles

For consistent education, instructors need to consciously teach their pupils within the context of scriptural authority. For achieving this, a practice is required that ensures its biblical nature. The correct way is employing the Holy Bible in all courses indirectly as well as directly. Direct application entails deriving an understanding of individual educational issues from actual Biblical statements and properly applying the Scripture in elementary as well as junior high levels. Indirect application entails deducing the insinuations of scriptural truth as the right framework to comprehend individual aspects. Biblical laws govern how Christian teachers learn and teach their pupils. Christian education has one key objective: instilling in students the ability of reasoning on biblical grounds. Hence, the instructional process needs to impart to them how the Bible's doctrinal truths offer a Christian worldview, which represents a cohesive collection of principles governing how Christian instructors impart education. It necessitates the submission of all thoughts to Christ's obedience (2 Corinthians 10:5).

Principles and Ethics

Wisdom

Leaders should first look for divine wisdom, guidance, and knowledge. By scrutinizing the Bible, praying, and interacting with fellow Christians, ethical Christian leaders will be able to acquire wisdom in making decisions. The book of Proverbs is replete with verses that remind Christians to pursue divine wisdom. The advice is equally significant for educational leaders. Proverbs 2:3-6 of the New King James Version teaches that:

If one thirsts for knowledge and enlightenment as one would thirst for hidden riches and silver, one will attain God-fear and successfully acquire knowledge, as the Almighty has all of it -- knowledge, understanding, and wisdom -- in His Hands. It is imperative for ethical educational leaders to pursue all of these from the Lord, and have faith in Him to acquire insight.

Proverbs 1:2 of the English Standard Version (ESV) incorporates the terms "wisdom," "instruction," and "insight"; here, wisdom encompasses knowledge and leaders' lifestyles. Leaders must lead a pious, holy life. Likewise, Proverbs 1:3 of the ESV state that educators need to acquire training in dealing wisely, and inculcate in themselves fairness, impartiality, and righteousness. Solomon explains the schooling process by employing the above discipline. The wisdom received from God must incorporate all the above values, as they facilitate leaders' counseling. Leaders need to follow the Almighty's principles and will, by demonstrating pleasantness and interacting with other individuals with dignity. Proverbs 1:22 of the ESV asks man for how long he will be content with being a simple being without wisdom. It is not only leaders who are imparted the gift of wisdom from their Lord. Also, for being bestowed this treasure, they need to pray to Him. Knowledge is acquired by means of efforts and study. Wise leaders must make the most of this gift, together with knowledge and joy. After being bestowed wisdom, leaders are led to a river of knowledge, by the Almighty. Knowledge grants leaders access to the key that open avenues leading to successful establishment.

Wisdom represents the groundwork for leadership. God alone imparts it. Proverbs 21:1 indicates that God holds the heart of the king in His hands, and He guides it whichever way He desires, like a river's water. True Christian leaders are well aware of the source of their knowledge, wisdom, and guidance.

Passionate Vision

Leaders are ardent visionaries. Their sight is always on the broader picture, their aim being to improve the future of all who follow them. Leaders, like those mentioned in Hebrews, set their sights on the promise in the distant future. Their present leadership authority was because of their all-encompassing future vision (Maxwell, 2002, p. 1512).

In Maxwell's (2002) view, leaders are motivated by their vision, particularly when their belief is that the source of their vision is none other than the Lord. The revelation of divine visions does not leave any option of accepting or declining to undertake them; they are grounded in obedience to Him, and are aimed at serving others, fulfilling needs, and glorifying Him (Maxwell, 2002, p. 1560). Ethical school leaders must further internalize the above components of vision while ardently working towards their divine visions, at the workplace.

Character

School leaders need to comport themselves through a moral consciousness. They should display the willpower to do the right thing even if it is not easy to do so (Maxwell, 2002, p. 989). Their personality traits need to include personal accountability with finances and family, sexual purity, integrity, justice, impartiality, honesty, and compassion. For achieving others' respect, leaders need to prove they are above reproach. Self-conduct…