The difficulty of choosing between two possibilities when neither of them is wholly

ethically acceptable is known as an ethical dilemma. The primary problem with an ethical
conundrum is that it does not present a simple answer that would be in line with standards of
ethics, and particularly difficult to resolve. The fundamental components of decision-making are
provided by an analysis of the possibilities and their effects. Finding the best answer in these
circumstances is therefore crucial for everyone. Almost every area of a person's life, including
social, professional, and personal, has the potential to provide an ethical issue. And the article
“Today’s Challenges and Dilemmas for Ethical School Leaders” presents those ethical dilemmas
for school leaders are inevitable elements of decision-making. Throughout the years, no matter
what the school leaders have to do or maintain their highest ethical conduct as an advocate for
students, teachers, and parents to provide the best quality education for the students. There will
always be something that needs to process that involves a vivid understanding of two possible
judgments, neither of which is acceptable from an ethical perspective.

School leaders are under increased pressure to achieve much higher expectations for
improved student academic improvement. Maxcy: High leadership standards are available in
history books from historic icons such as Napoleon, Gandhi, Thoreau, etc., but seem to have
eluded the standard bearers of educational administration. In recent years, federal and state
academic benchmark standards achievements have replaced the local community for the highest
and most relentless pressure. The ISLLC (Interstate School Leaders Licensure Consortium)
standards are the foundation for the competencies currently required of new California school
administrators. These standards may also become out dated because administrators will
concentrate their efforts to meet average performance and qualities.

The ISLLC (Interstate School Leaders Licensure Consortium) standards were formulated
and adopted by state superintendents in 1996. They are the foundation for the competencies
currently required of new California school administrators. The main thrust of these standards is
instructional leadership with an emphasis on assessment and accountability. This reflects a
change from earlier standards that focused on management competencies such as knowledge and
finance. An education leader promotes the success of every student by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning and staff
professional growth. An education leader ensures management of the organization, operation,
and resources for a safe, efficient, and effective learning environment. Understanding,
responding to, and influencing the political, social, economic, legal, and cultural context.

It is evident that the perceptions that school leaders cultivate are based on the outcomes
of their decision-making practices for students, staff, and the community after the presentation of
the two case scenarios and taking into account the potential consequences of moral and ethical
decision-making. All of these parties hold school administrators ultimately liable for the
consequences of their moral and ethical choices. The climate of the school and district will be
shaped by the decisions made by these leaders which cannot be readily altered absent a
leadership change.

The study presented in this article shows that connections are at the heart of effective
school leadership, and that leaders' personal beliefs and professional ethics are closely tied to
their commitment to the welfare of both staff and children. Being aware of each situation was
therefore a major concern for school leaders, and in many circumstances, an ethic of care served
as the foundation for decision-making. In this day and age of accountability, I agree with Begley
(2005) that "a strong desire to embrace "students' best interests" is a heartening finding." Any
sort of learning opportunity, whether official or informal, that aids school leaders in
comprehending how to deal more effectively with ethical dilemmas, i.e. "the bread and butter" of
their job and professional life, has to be supported and viewed as a step in the correct direction,
(Cranston et al., 2006). As recommended, helping school leaders come up with acceptable
solutions when ethical difficulties emerge can help reduce the number of restless nights
mentioned by one of our school leaders.