Improving leadership by nurturing moral consciousness through structured self‐reflection
| DOI | https://doi.org/10.1108/09578230710762463 |
| Date | 10 July 2007 |
| Pages | 471-495 |
| Published date | 10 July 2007 |
| Author | Christopher M. Branson |
| Subject Matter | Education |
Improving leadership by
nurturing moral consciousness
through structured self-reflection
Christopher M. Branson
St Francis College, Brisbane, Australia
Abstract
Purpose – The purpose of this research is to report on research that explores the use of structured
self-reflection to nurture moral consciousness as a means of enhancing the moral leadership capacity
of existing school principals.
Design/methodology/approach – Given that this research focuses on each participant’s subjective
reality, the epistemology of pragmatic constructivism was chosen to guide this qualitative study
supported by the theoretical perspective of symbolic interactionism. Furthermore, a case study was
chosen as the appropriate orchestrating perspective and an opportunistic sample of six school
principals formed the participants in this case study.
Findings – Data from this research support the view that the moral consciousness of each of the
participating principals in this study was clearly enhanced by their experience of structured
self-reflection.
Research limitations/implications – Due to the demanding nature of structured self-reflection
this approach takes a considerable amount of time. Also, as the reflection process is a very personal
experience, the amount of time taken will vary noticeably amongst the participants. In addition, the
ethical implications in facilitating structured self-reflection are an extremely important implication.
Participants must be made fully aware of the nature of such an experience so that not only can they
voluntarily choose not to participate but also that they avoid reflecting on past experiences that
engender sadness or anxiety within them should they choose to participate.
Practical implications – Given the strong moral expectations now demanded of contemporary
leaders, which implies that this is not a natural trait, structured self-reflection affords a clearly
achievable means for nurturing a leader’s moral consciousness as an essential step in their
professional development in moral leadership.
Originality/value – The paper addresses the acknowledged blank spot in moral leadership research
by providing a practical and effective way for positively influencing the leader’s moral leadership
development.
Keywords Leadership, Consciousness, Principals
Paper type Research paper
An emphasis on the essential role of moral judgement in leadership is now widely
identified within academic literature (Richmon, 2003; Campbell, 1997; Cooper, 1998;
Starratt, 2003). In changing and uncertain times, as experienced in today’s world,
people want their leaders to act morally whereby they will not produce harm but rather
will show the virtues of doing good, of honouring others, of taking positive stands, and
of behaving in ways that clearly show that their own self-interests are not the driving
motivation behind their leadership (Cameron, 2003). People want leaders with moral
codes that are deep, innate, and instinctive so that they will not lose direction in the
face of uncertainty or pressures (Badaracco, 2006). Hence, there is now a clear
expectation that leaders will always act justly, rightly and promote good rath er than
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0957-8234.htm
Improving
leadership
471
Journal of Educational
Administration
Vol. 45 No. 4, 2007
pp. 471-495
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230710762463
harm (Evers, 1992). Today’s leaders are expected to demonstrate moral judgement by
being accountable to those they serve (Eraut, 1993).
By emphasising the essential role of moral judgement in leadership, the literature is
simultaneously acknowledging that such leadership is not a natural outcome. Mor al
leadership is only achievable through deliberate and conscious intention (Taylor,
2003). It is far less likely to be achieved instinctively or unwittingly. Regrettably, many
leaders have had little or no formal exposure in regard to the nature of moral decision
making such that they are likely to lack a vocabulary to name moral issues or to be able
to articulate a moral landscape from which to generate an appropriate moral response
(Starratt, 2004). Hence, enhanced moral leadership depends on the leader knowing how
to interpret their personal reality more faithfully and this is not attained naturally
(Wilber, 2000b). Indeed, according to Langlois (2004, p. 89), “it seems necessary to train
[leaders] in moral judgement and in ethics to render them capable of managing
according to a renewed and responsible form of leadership”.
Accordingly, notions of professional reflection have offered an approach to
enhancing the moral compass of leaders beyond technical expertise (Richmon, 2003,
p. 43). In particular, it is argued that “a process oriented focus on values contemplation
seems to be gaining momentum, and in some ways, provides a far more promising
direction for the future, than calls for the objectification of values through rational
arbitrary criteria”. Since values are normally unconscious dimensions of a person’s
inner Self (Branson, 2005), such a values contemplation process is about developing the
leader’s moral compass by providing a means for making these unconscious values
conscious. It is about nurturing a moral consciousness, as explained by Frattaroli
(2001, p. 323):
When we talk about the goal of making the unconscious conscious we are really talking about
the concept of free will – the idea that as we become more conscious we are less controlled by
our desires and have more possibility of autonomous conscious choice that is not biologically
determined. Where once [the leader] was controlled by the unconscious neurobiological forces
of the drives, [he or she] will become free to direct [their] life from the centre of [their]
self-reflective moral consciousness.
The leader’s desire to nurture a moral consciousness should be fuelled by a desire to
live a better life, to make the world a better place, to care about the difference between
right and wrong, and to be passionately determined to make sound moral decisions
(Mackay, 2004).
To this end, this article reports on research that focuses on a means for developing
moral leadership through the nurturing of moral consciousness. Moreover, this
research explores the effect of a deeply structured process of self-reflection on the
nurturing of moral consciousness with six Catholic primary school principals in
Brisbane, Australia. The term, “deeply structured”, is used to highlight the two key
aspects of this particular process of self-reflection. First, the process involves deep
reflection. The participant is directed towards reflecting upon some of their deepest or
innermost aspects of their Self such as their self-concept, self-esteem, motives, and
values; aspects of their Self that are not normally part of their consciousness. Secondly,
the process involves structured reflection. The process is structured because the
participant is provided with a comprehensive set of guiding questions so as to not only
help overcome any lack of familiarity with reflecting upon their deepest aspects of their
JEA
45,4
472
To continue reading
Request your trial