Mindanao Autonomous College Foundation, Inc.

Graduate Studies
Quezon Boulevard, Lamitan City, Basilan

MEDM 207
MANAGEMENT ETHICS
 Management Ethics in Educational Administration
A set of values are given to individuals through education. Schools deliberately convey various
information to children to prepare for their social roles. Thanks to the knowledge they learned at
school, individuals can question events in life, decide what is good and bad, associate their own
values with social values and transfer existing them to new generations. For this reason, many
tasks fall on educational administrators in general, school administrators and teachers in schools.
This can only be achieved if the administrators attach importance to ethical values and standards
as well as their professional knowledge and skills. Administrators should have ethical values
such as being fair, behaving equally, being respectful, being impartial, not discriminating, and
acting in accordance with the legislation, and they should manage their institutions according to
these determined ethical codes. In this study, firstly the concepts of educational administration,
secondly the concepts of ethics and ethical dilemmas in education administration are explained,
and finally, the ethical codes that education administrators must comply with in their
organizations are examined depending on the literature.
Today, many books have been written on ethics and ethical awareness has been increased.
However, there are indifferences and deficiencies in the field of ethics at the root of the problems
experienced. In fact, education is the basis of all these ethical problems. It is aimed to provide the
individual with actions that are accepted as good and right with education and to gain ethical
behaviors and attitudes. According to Froom, ethics is generally the evaluation of an individual's
attitudes and behaviors, whether good or bad. The individual acquires these attitudes and
behaviors either from the family or from the environment (1999). Individuals cannot acquire
these attitudes and behaviors on their own. This happens through cultural transfer and education
from the most primitive society to the most advanced society. Especially schools transfer various
information to individuals to prepare for their social roles (Sergiovanni, 2015). Thanks to the
information they have learned, individuals can question events in life, decide what is good and
bad, associate their own values with social values and transfer existing them to new generations.
Therefore, schools and educators have very important duties.
All school personnel working is responsible for creating and maintaining an educational,
emotional, and social community at school. Although teachers have a large share in the
organizational climate formed in the school, the architects and organizers of the organizational
culture and climate are school administrators. School administrators build the rules, core values,
standards, vision, mission, and school atmosphere in the school. For this reason, school
administrators must always be impartial and fair in their decisions, attitudes, and behaviors
towards school personnel, and treat everyone honestly and equally. School administrators who
pay attention to these, create a positive culture and climate in their school, who do not pay
attention may encounter the opposite. If school administrators expect their schools to be
effective, they should first take the first step in this direction. This can only be achieved if school
administrators attach importance to ethical values and standards. In this study, firstly the
concepts of educational administration, secondly the concepts of ethics and ethical dilemmas in
educational administration are explained, and finally ethical codes have examined depending on
the literature.

Educational Administration
Education Administration is defined as using the determined policies and resources by providing
human and material resources to help educational organizations reach the determined goals
(Demirtas & Gunes, 2002). It is the process of effectively operating, developing, and renewing
educational organizations established to meet the educational needs of the society to achieve
their predetermined goals (Basaran, 2000). It examines the philosophy of the education system
that the society has, the values on which the philosophy is based, its purpose, policy, structure,
and duties, and tries to illuminate the behavior of the educational administrators based on these
(Balci, 2010). The duty of the school administration is to keep the school alive in accordance
with its aims (Binbasioglu, 1988); is to use the human and material resources in the organization
in the most efficient way (Bursalioglu, 2002). Apart from these duties, the school administration
carries out the following works:
 (1) Works related to the physical situation (such as whether every place from the administration
rooms to the surrounding of the school is in quality and quantity to meet the needs).
(2) Works related to education and training situation (maintenance and protection of course
supplies and equipment, preparation of course plans and programs, social activities, guidance,
and club activities, etc.).
(3) Office works (such as books, files, records, correspondence, etc. to be kept).
(4) Student affairs (student records, imprint books, transfers, student attendance, success status,
diploma, appreciation, report, registration, etc.);
(5) Personnel affairs (attendance for school personnel, registration, keeping personal files,
preparing course plans, works related to trainee teachers, etc.);
(6) Works related to accounts, goods, and fixtures (Ilgar, 2000; Taymaz, 2000).

Another classification related to the professional duties of administrators are five categories. (1)
Responsibility towards one another (acting truthfully and honestly, engaging in staff
development and self-information, insisting on fair and equitable treatment);
(2) Responsibility for professional development and competence (accepting responsibility for the
consequences of behavior, maintaining, and developing individual competence, being
cooperative in professional relationships with others, recognizing one's own needs and being
responsible for the performance of professional roles);
(3) Responsibility towards all stakeholders (Providing good long-term service to all stakeholders,
feeling honest and responsible towards their environment, abiding by the principle of openness,
agreeing on a mutually fair contract);
(4) Responsibility towards the profession (assisting the professional development of interns and
all professionals, sharing and supporting professional knowledge and skills, showing other
colleagues and employees as an example);
(5) Social responsibility (being sensitive to all stakeholders, sensitive to multicultural and
multinational differences, serving the betterment of others, encouraging fairness) (Reamer,
2000).
As can be seen these classifications, administrators have a number of duties and responsibilities
towards themselves, their environment, colleagues, and professions. Education administrators
should act in accordance with both laws and policies, and professional ethical principles while
fulfilling their duties and responsibilities. It is unethical for the administrators to have
Machiavellian tendencies and to act against work and morality to achieve their goals, generally
not thinking about moral values (Tierney, 1997), in other words, not thinking about whether their
attitudes and behaviors are good or bad and not questioning them. As a matter of fact, correct
judgment, wisdom, and sanity are virtues of thought (Aristoteles, 1998). Therefore, the virtue of
thought is necessary for administrators to investigate an ethical attitude and behavior (Reamer,
2000). Thus, administrators with the virtue of thought can behave more ethically in their attitudes
and behaviors. Knowledge of administrators can lead them to take the right action and ignorance
can lead to wrong action (Arat, 2006). From this point of view, according to Demir (2007), ethics
in terms of administration is examined in three parts.
These are: (1) Personal practices and moral issues (including administrators’ ethical choices that
are illegal and result in personal satisfaction or gain. Conflicts of interest, misuse of resources,
sexual harassment, etc.),
(2) Professional actions (administrators’ ethical decisions regarding professional choices)
(3) Daily management tasks (use of power, directing organizations and individuals, deciding the
right values, whether the power is used fairly, judging the justification of the applied choices,
etc.) is in the form. Administrators are expected to use their existing knowledge in the light of
ethical principles while performing their management activities.
Ethics and Ethical Dilemma in Educational Administration
Recently, the most interesting issue in the educational context is in the field of ethics (Dempster
et al., 2001; Yayla, 2004). It should come as no surprise that there is much debate about ethics.
Because ethics is seeing what people do as good and bad or right and wrong (Cranston et al.,
2004). Attributing a good or bad value to people's attitudes and behaviors constitutes the field of
ethics (Aydin, 2001). In short, ethics are what people say about what needs to be done (Cranston
et al., 2010). While these required and expected ethical behaviors are generally approved and
accepted by social norms; unethical behavior is behavior that is generally not accepted by social
norms (Griffin, 2002). Ethics also requires judgment about a particular situation or problem.
Looking at ethics from this perspective, it leaves people face to face with a choice in their
decisions in the context of relations with others; confronts people with an ethical dilemma
(Cranston et al., 2003). The choice between principles, values, beliefs, or ideas increases the
ethical dilemma. Regardless of the type of organization, leaders in all organizations experience
this dilemma (Cranston et al., 2010). The ethical dilemma is not being able to choose between
right and wrong. When the important values coincide, the dilemmas increase. The ethical
dilemma is not just during a choice between right or wrong; it can also be experienced in a
situation where there is a choice between two lines. Especially when values conflict, dilemmas
arise (Radouche, 2020). According to Lashway, anything that enables complex dilemmas to be
solved easily should have an ethics manual, like the cookbooks in which it is written step-by-
step. For this, firstly certain ethical standards should be clearly set and well defined; secondly
leaders should look at ethical dilemmas from different perspectives, and thirdly they should
express the different perspectives they look at people. Wherever they are, leaders should make
conscious reflections of these ethical principles a habit (1996). In addition, ethics is that the
individual visualizes the life. In this context, the individual comes face to face with the choices
and decisions. As a matter of fact, ethical life is not a momentary event. Ethical life is based on
accumulation and ethical life continues while the individual maintains the relations with others
(Cranston et al., 2004).
Although values and rules that change from wrong to right also constitute ethics, this is not
necessarily a legal component applied in business life (Hellriegel et al., 1998). Empathy,
intuition, honesty, optimism, self-esteem, self-confidence, determination and self-awareness are
the foundation of good management. In addition, administration knowledge and skills, beliefs,
thoughts, values, and attitudes are fundamental to good managerial behavior. The educational
values and beliefs of the administrator are seen as the mood of the school. The moral
encouragement of the staff by the administrator increases the school performance. In addition,
management requires establishing strong and positive personal relationships with people
(Cunningham & Cordeiro, 2006). Aydin (2001, 2010) lists the ethical principles that the manager
is expected to comply with as follows: “Justice, equality, honesty and truthfulness, impartiality,
responsibility, attention to human rights, organizational commitment, obey the laws, tolerance,
love, secularism, respect, frugality, humanism, being democratic, positive human relations,
openness, rights, and freedoms, giving the right to labor, resisting illegal orders. The unethical
behaviors that the administrators should avoid while fulfilling his duties in the management are
as follows: “Discrimination, favoritism, bribery, intimidation-intimidation, neglect, exploitation
(abuse), selfishness, corruption, torture (torment), sycophancy, violence- pressure-aggression,
mixing politics in business relations, insults and swearing, physical and sexual harassment, bad
habits, abuse of duty and authority, gossip, embezzlement, dogmatic behavior, bigotry” (Aydin,
2001, 2010).
Being successful in school management is not just about finding basic competencies. In addition
to competence, moral beliefs and ethical criteria are also features that a good administrator
should have. The ethical criteria that school administrators should have are as follows:
Administrators;
(1) In their decision-making and implementation activities for students, they should comply with
the core values,
(2) They should fulfill their professional responsibilities with honesty and integrity,
(3) They should protect all individual and human rights and support the principles appropriate to
these rights,
(4) They should not engage in direct or indirect destructive actions to the state, comply with
national and local laws
(5) They should implement administrative decisions and regulations,
(6) They should try to base laws, policies, and regulations that will prevent the achievement of
educational goals,
(7) They should avoid behaviors that provide personal gain in the political, social, religious, and
economic fields,
(8) They should only accept professional certificates and academic degrees from institutions that
issue equivalence certificates,
(9) They should protect standards, conduct research that will contribute to continuous
professional development, develop professional effectiveness,
(10) They should comply with and adhere to all organizational agreements (Celik, 2003).
Administrators who use the ethical criteria listed appropriately are considered at a high level by
the staff. It becomes easier for administrators who are accepted by the staff to carry out
management duties. Thus, it can increase the effectiveness and efficiency of the executive school
to higher levels. Having a school administrator that staff believes will defend their rights in the
best way increases employees' commitment to the school in fulfilling their assigned duties.
Ethical Codes in Educational Administration
It is important on what basis an ethical code of conduct will be based. Ethical codes are not just
simple rules to be followed. Rather, it is concerned with the application of principles about the
wrongs and rights of human behavior, based on reasonable theories, with objectivity and
impartiality (Belsey & Chadwick, 1998). Organizations have developed ethical codes that
directly affect the behavior of their employees (Ozan et al., 2017). Moral standards, the ethical
values of the organization, and the behaviors of the individual constitute ethical codes (Pater &
Gills, 2003). Ethical codes, written or unwritten behavior patterns developed to facilitate
decision-making in uncertain and complex situations, are a compass that determines the direction
of action of the employee when a moral dilemma (Bektas & Koseoglu, 2007). People face some
difficulties while performing their duties related to their profession. These difficulties have led to
the creation of ethical codes. Understanding the functions of the profession adequately and
criticizing the ways to be followed play an active role in the formation of these codes. The
benefits of knowing the professional codes to the members of the profession and others.
According to Frankel
(1) It is a document expressing the essence of the profession.
(2) It is a source of evaluation.
(3) It provides professional socialization to new entrants.
(4) It helps to increase the confidence in the profession and the reputation of the profession. (5) It
protects professional thoughts and prejudices.
(6) It deters unethical behavior.
(7) It is almost a support system for the members of the profession.
(8) It helps to make decisions and reason about the profession and the situations in the profession
(1989).
It provides to guidance to employees, also provide professional development of employees (Pater
& Gills, 2003). The principles that administrators should have, and the behaviors expected from
them are given in detail in Table 1 (Schwartz, 2002).

Table 1
Expected principles and Principles Behaviors expected of them
behaviors from managers
 Values
Trust Being honest with stakeholders Avoid deceptive advertising
Respect Values that hold despite financial Avoiding bribery despite losses
loss
Responsibility keep your promise Fulfill all contractual obligations
Impartiality Avoiding conflicts of interest not accepting gifts
Care Respecting the rights of others Not bothering about gender
Citizenship Take responsibility for your behavior To take necessary measures to
avoid abuse of power
Ethics, in which humanity exists, should be open to development, as in other fields. Because
ethical principles can be compared to scientific theories. It must be influenced by the human
mind and human experience. As long as humanity exists, research and discussions, and
improvement of these principles should continue (Belsey & Chadwick, 1998). Most professional
codes are based on ordinary ethical norms or simple human rights principles. Professional ethical
codes express ethical standards and positive ideals (Campbell, 2004). They often derive from
core values such as honesty, respect, and trust. In addition, ethical behavior is learned from the
behavior of others (Jazzar & Algozzinne, 2006). For this reason, it is expected that
administrators’ behaviors will comply with ethical codes. They should be role-models at school
and show them in their behavior.
The ethical values of education administrators have an important place in gaining the leadership
role in the schools (Aydin, 2010). The raw materials of managerial life and leadership are values,
morality, and ethics. Leaders should need doing what they know best, the most practical way, in
an ethical and moral framework. Leaders must demonstrate both their moral and professional
responsibilities. Moral responsibility is about wanting the best for learners (staff or student).
Professional responsibility, on the other hand, is about upholding the moral standards of a
profession. Both are of the opinion of fulfilling the moral goals of educational leaders (Cranston
et al., 2003).

Ethical issues are encountered at school every day in some part of life. They often arise from
decisions that require value judgments about doing the right things, saying good things, or
particularly the best situations. Although it often seems easy enough to do the right thing, when
ethically difficult situations arise, it can be a reason to examine individuals ethically (Campbell,
2004). School administrators should follow an approach that does not aim to increase the success
level of students by giving importance to democratic and ethical values (Ozan et al., 2017). From
this point of view, school administrators should create a school culture and climate that does not
discriminate against race, class, gender, religion, or any other kind. Each school has its own
unique culture and a form of its own ethical values (Schwartz, 2002). School staff and students
develop certain behaviors in line with these values. A school organization is unlikely to survive
without its own unique values and norms. Administrators should avoid unethical behavior. They
should adjust their behaviors according to the values and norms of the school and the ethical
climate of the organization (Karakose & Kocabas, 2009). In addition, the decisions made by the
administrators about the school, students, and staff should be within an ethical framework (Kiral,
2015). From this point of view, administrators should pay attention to ethical decision making.
As can be seen, the purpose of ethical principles is to increase the quality of professional
practices. Professional ethical principles have now become one of the indispensable conditions
of a profession (Kahraman, 2003).
It is important that school administrators behave in accordance with ethical principles and
behaviors, exhibit an honest, fair, and moral attitude, and strive for the success of all students,
that is, they have ethical leadership qualities (Gumuseli, 2001). In short, school administrators
have three types of ethical responsibilities towards themselves, their organizations and society.
1-Ethical responsibility of the administrators to their selves. The school administrator must
personally develop a set of principles and rules and must act in accordance with them. It is not
enough to simply define and express these rules. It is necessary to act in accordance with these
ethical rules and live them (Celik, 2003). Personal responsibility for complying with ethical rules
concerns administrators rather than subordinates (Campbell, 2004). Because mistakes made by
superiors can be justified by subordinates (Erdogan, 2007). For this reason, it is necessary for the
school administrator to internalize the ethical principles. This requires the moral and
conscientious responsibility of the administrators (Aydin, 2010).
2-Ethical responsibility of the administrators to the organization. The school administrators’
explanation of the rules of their school's work ethic to teachers and interpretation of the
incomprehensible rules show the ethical responsibility of the school administrator towards the
organization. The ethical responsibility of the school administrator towards the organization
should clearly understand the education laws and regulations, and share them with the school
staff, and share the rules that the school has produced with them (Celik, 2003). School
administrators should act equally when applying organizational ethics. The rules applied
differently can create discontent among the personnel (Campbell, 2004). The school
administrators should be able to unite all informal groups in their school on ethical principles;
they should ensure that ethical rules are transformed into ethical rules shared by all personnel in
the school (Aydin, 2010).
3-Ethical responsibility of the administrators to the society. The school administrators should
share the ethical principles that they have personally and organizationally adopted with the
school environment. Students should introduce the school's work ethic to their parents and non-
governmental organizations (Celik, 2003). School administrators should try to establish a
balance between his own ethical principles, the ethical principles of his school and the ethical
principles of the society (Kocabas ve Karakose, 2009).
School administrators should fulfill their ethical responsibilities effectively without transferring
them to someone else. As Theodor Lipps said ethical responsibility is not a piece of burden to be
taken from one's shoulder and placed on another's shoulder (Akarsu, 1965). Ethical responsibility
imposes an obligation on the administrators to fulfill his duties effectively. Fulfilling this
obligation is essential for the protection of professional dignity.

Conclusion
Educational administrators who have an ethical perspective can look at their own lives and their
environment with different lenses. Administrators who act according to ethical values gain the
ability to think and act in a certain way, who have received a certain education can be more
effective school administrators if they combine ethical values with what needs to be done in the
existing legislation. School administrators should understand ethical values and why they should
be applied in their organization, explain to their staff and support this with their behaviors. They
must carry the basic values that are accepted as moral and show this in their activities. If the
training administrators combine the training they received with the ethics, they will not only act
by adhering to the legislation in the face of any problem but will also implement the ethical
principles. They will bring their personal sensitivity to the fore in the face of events that occur,
criticize and question why things are good or bad. Since schools are educational organizations
that transfer existing values and create new values, the education administrators in its
management should act according to certain values. Administrators should consider the social
and organizational values and should not only do business according to the legislation. The
general rule to be followed at school is determined by laws and regulations. However, the school
has a different atmosphere that is not noticed by outsiders. It can be said that school
administrators who both manage their schools with laws and regulations, and manage their
schools with ethical sensitivity, ethical codes, principles, and standards, core values, thus, they
can get rid of unethical situations and dilemmas. The administrators who have ethical behaviors
can be more effective in creating organizational culture and climate, establishing positive
communication, and ensuring the commitment of their staff to the school.
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 EDUCATION MANAGEMENT AND ETHICS

Education management and school management as a subtitle of education management must

achieve the education politics of the government and the general and special goals defined by
authorized organizations. That’s why the educational manager must obey the worldwide ethical
rules. The achievements in the educational processes in informatics societies can be with the
accommodation of the ethical values. Ethics, meaning behavioral rules or the traditions that the
people must obey in society corresponds to the value judgment that a society or person attribute
to good or bad (Tanilli, 1997: 233). It expresses of the obligations and necessities that grow out
of these. Ethics values define the stress on the identification of right and wrong in human
relations. Ethics is about the values that a person wants to express in a certain situation and
morality is the style to put this into action.
Management is an activity that can work out the same results by using different sources, ways,
and tools by beginnings from the same or different point starting point. Management has a
humanly and cooperative quality as the governors and governed. Are human and it needs the
presence of two or more people and their cooperation. Management is a rational, progressive,
and global activity that depends upon the share of information and communication as if defines
the goals, the management styles to reach those goals, gaining, distributing, settling, and
activating the sources and evaluating the results. The economy in which information becomes the
main source of creating the real capital and wealth. Directs the schools new and hard demands in
the view of education performance and responsibility. In these changing social and economic
conditions there is also a need for renovation in the sense of education programs in the
management of education, managers, and technology as well as to more ethical organizational
atmosphere.
ETHICS is so much discussed and hard to define in literature (Hitt, 1990: 98). Ethics is defined
as the status of values, produced from the word “ethos” in Greek which means the character that
defines the behavior type (Ertan, 1998: 126). “Ethics” produced from ethos indicates the ideal
and abstract and it appears because of examining the moral rules and values, in this means, ethics
is more specific and philosophical than the widespread moral rules in the society (Fromm, 1995:
XXVI). Human beings make up the value universe. Ethics is a branch of philosophy that
examines and explains this universe as “good”, “bad” or “can be approved”, “cannot be
approved”, “right”, “wrong” and in this meaning ethics can be defined as a group of principles
and values (Steiner and Steiner, 1997: 181-182). These moral principles and value group guide
the people what is right or wrong, good, or bad (Daft, 2000: 135). In this meaning ethics judges
the concepts of right-wrong and duty responsibility (Traaen, 2000: 26). Ethics examines the
human practical in the view of present morality conditions to fix the concept of morality (Pieper,
1999: 22). Ethics can be defined as codes of moral principles.
that form the principles of right or wrong’s, good or bad standards that guide a people’s or a
group’s behaviors (Negahandy, 1987: 75; Holt, 1987: 697). Gupta and Sulaiman (1996) say that
ethics is related to the question of “what should be done”. Briefly, ethics is the theory of right
and wrong behavior and
morality is its practice. Ethics in education has a special importance in the view of professional
ethics. Education of a person is the total of moral, cultural, intellectual, and technical knowledge
that is gained by a person or group in this sector. Examining the educational organizations and
practices puts forward the result that education has two contradicting functions which are to
transfer the knowledge and ability and to contribute to economic and social development
(Haynes, 2002: 55).
THE RELATIONSHIP BETWEEN EDUCATION AND ETHICS The word education is
produced from a Latin root and corresponds to “educare” and “educere” words. Educare is
related to work and job normally, Educare approach in education aims to the pupil yet used to the
present system and certification is an obligation. But in educere approach, the main aim of the
education is not to grow up a specialist but to make the pupil gain personal autonomy, so, the
both approaches must be used in education (Billington, 1997: 381- 388). The main aim of the
education is to respond the expectations of the educated shaping the person in the way wanted
has no ethical meaning without taking care of the basic values origned from the educated being
conditions. Education should be understood as a moral activity directed towards to develop the
people in all ways (Bilhan, 1991: 52). So, people can only be able to realize himself by the
education concept that puts him in the center. That’s why it has a more ethical meaning to center
the educated than the educator. Education explains the social transformation process by
producing ability and product in planned and programmed situations and with its
communication. This process has two important issues. The first one is the process of directing
the people behaviors and education aims the certain behaviors to be taught to the people. In other
words, according to the educators of individual education approach, education is defined as the
job to make the people gain new and wanted behaviors (Ertürk, 1984). According to this
approach every activity that makes changes in the people’s behaviors is called as education.
From this view if we evaluate the ethics education relationship. We must judge the approach of
necessity of making people gain the wanted behaviors which is the first aim of the education
process. Because such a definition is not enough for the definition of ethics because it evaluates
the personal education and professional ethics equally. Also, there is not only one morality in the
society. So, everybody tends to teach his morality mentality. This variety makes the social life
productive and supports the originality. Otherwise, we will not be able to mention about the
culture and civilization produced by the people. The important thing is to discover and develop
this variety and this can be realized by education. The common and universal issue for mankind
is not the same education for all people but the necessity of education. The common ideal at the
humankind is to grow up the child with humanly specialties and teach him ethical values, make
him gain an ethic personality toward his personal choices shortly to make him a human. But the
changing issue is the ideal human type and the issues that a child should learn by education.
MANAGEMENT AND ETHICS If we mention about the systems that are built consciously,
there lies the wish to cover the people’s necessities indirectly. In this system there is a need for
administrative units to make short and long termed plans to realize some special aims, to
distribute and place the sources according to realize these plans, to construct the needed tools and
relationships, to make the person and or structural tools work, to coordinate the organizational
issues and make the organization adopt to its environment, to determine the organization
efficiency level and making decisions about the organizational activities and productions (Sucu,
2007: 15). Management is described as the total work and activities done by the others to realize
an aim (Cemalcılar et al., 1979: 95). On the efforts to direct and cooperate the workers and
towards an aim.
If we evaluate the management concept totally, it is the activities of realizing the organization’s
aims and using its sources efficiently by planning, organizing, directing, coordinating, and
reporting functions. This definition can be used in all life. The managers should have a
professional, ethical values system to make the school management successful. Otherwise, it is
not possible to see the difference between to be and should and behave according to this
(Bursalıoğlu, 1994. 15). In the next decades, the changes in education will be greater than the
appearance of schools more than 300 years ago with the publishment of books. The economy
that knowledge becomes the real capital and the main source making wealth directs new and
hard demands from schools in the view of educational performance and responsibility (Drucker,
1998: 237). To do this, there is a need at innovation in the technology and an ethical
organizational environment. Ethical rules should be determined to direct all the behaviors and
applications in the organization with the contribution and agreement of all members through the
universal ethical values. The legal arrangement that will from the educational organization and
the working way of the school specially must be determined according to these ethical rules also.
But these ethical rules should bring a broader viewpoint from the limited and stable legal
structure. Ethical behavior should be formed by not only some ethical laws but with the
personality of the people formed by universal ethical values (http://www.
egitim.aku.edu.tr/afyayla0.htm). According to Public Administration Research (1991) bribery is
widespread in educational organizations. Managers are lock of knowledge political and
ideological preferences become important in the appointment of managers and promotion in
organizational positions. So, the need for ethics is too high in our educational organizations. In
general, the non-ethical behaviors in administration are discrimination, bribery, favor,
intimidation, negligence, exploitation, egoism, corruption, psychological torture, violence
pressure, aggressiveness, politicize, insult and abuse, physical and sexual harassment, bad habits,
malpractice, rumors, misappropriation, dogmatically behaviors, fanaticism (Pehlivan, 1998: 71).
EDUCATIONAL ADMINISTRATORS AND ETHICS Educational administration and school
administration as its subtitle is liable of realizing the government’s education policies and the
general and specific aims determined by the authorized units through these policies. The
educational administrators should behave suitable not only to the laws and politics but
professional ethics rules also as we consider that the administrative ethics rules are cantered on
universal values. Ethical rules make the administrators keep away from arguable actions and
decisions and beware of attractive but incorrect approaches. Both personally, and especially
through their professional organization, the Association of School Business Officials,
International (ASBO), school business officials have a history of concern for ethical issues. The
organization prescribes a ten-point code of ethics for school administrators. This code begins
with the well-being of students as fundamental to all actions and decision making. It stresses
principles, such as honesty and integrity, and actions, such as maintaining standards, honoring
contracts, obeying laws, and adhering to rules, regulations, and policies. Underlying this code is
the belief that the school administrator must exemplify professional conduct. This expectation
applies to contacts in the school, the community, and the profession (Hartman and Stefkovich,
2005: 15).
Code of ethics for educational administrators.
1. Makes the well-being of students the fundamental value in all decision making and actions
2. Fulfils professional responsibilities with honesty and integrity
3. Supports the principle of dues process and protects the civil and human rights of all
individuals
4. Obeys local, state, and national laws and does not knowingly join or support organizations that
advocate, directly or indirectly, the overthrow of the government
5. Implements the governing board of education’s policies and administrative rules and
regulations
6. Pursues appropriate measures to correct those laws, policies, and regulations that are not
consistent with sound educational goals
7. Avoids using position for personal gain through political, social, religious, economic, or other
influence 8. Accepts academic degrees or professional certification only from duly accredited
institutions.
9. Maintains the standards and seeks to improve the effectiveness of the profession through
research and continuing professional development
10. Honors all contracts until fulfillment or release (Hartman and Stefkovich, 2005: 16).

CONCLUSION
The main goal of the educational activities is to acknowledge the individuals and beside to
formalize the wanted abilities and goal behaviors. In this context, every educational organization
should determine various ethical goals and realize them in real life and try to make the
individuals perfect in all ways. Educational administrators and teachers have great responsibility
in doing these. Administrators should be sufficient in education administrators and in behavioral
sciences to activate the pupils inside and outside the school administration which is a specific
application of education administrator. There is a need for innovation in the education concept
and technology and a more ethical organizational environment to be successful in the changing
daily social and economic circumstances. It is not enough to act de jure and fallow up regulations
for the administrators to behave ethical. The decisions and behaviors of the education
administrator should be integrated with democratic social values and be directed by universal
ethical values. Ethical values conclude the respect to all individuals, tolerance to different
cultures and ideas, acceptation of equality of individuals and fair distribution of sources.
Sometimes there are situations that the chaff cannot be separated from the wheat, there are
doubts about how to make decisions and there is a need for to make choices between the value
judgments and these situations. Administrator should make a choice between honesty and
loyalty, individual or social benefits, justice, or fairness. Under these circumstances, universal
ethical values will guide the administrator. Efficiency and productivity should be expected in the
organizational structure that is not formed through the ethical values and in decisions made in
such an organization.
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