Ethical Leadership:
Leaders often face difficult choices, such as balancing equity with efficiency or managing competing stakeholder interests, yet practical strategies for ethical leadership in these situations remain scarce (Chen and Bos 2023). There is a clear need for empirical research that explores how ethical frameworks and reflective practices (Leithwood et al. 2019) guide decision-making in turbulent contexts and how these choices impact staff and student outcomes. This research should move beyond broad principles to identify effective strategies for ethical leadership in real-world, high-pressure situations (Harris et al. 2019). Furthermore, it should examine how leaders can foster a culture of psychological safety and open communication to support double-loop learning (Argyris and Schön, 1978), enabling educators to question underlying assumptions and adapt practices to better align with ethical principles and the needs of all students (Nelson and Squires 2017). Integrating ethical leadership principles into leadership development programs is essential for preparing leaders to navigate these complex challenges and promote positive outcomes for their schools (Carmie and Guberman, 2025; Lash et al. 2024).
Conclusion
Leadership during change is not a panacea; its effectiveness depends on contextual adaptation, systemic support, and a commitment to ethical practices. Research shows that double-loop learning prompts staff to reflect on current policy, which leads to a transformative practice and increases organisational learning. Adaptive leaders are encouraged through collaborative action and dialogue (Argyris and Schön 1978).
In addressing inequities, adaptive leaders will focus on engaging in ethical practice (Harris et al. 2019, Spillane 2006). This approach requires adaptive leadership that facilitates coaching, shared ethical and leadership practices. (Nelson and Squires 2017)
To fully understand the impact of change on educators, longitudinal studies are vital, capturing the interplay between policy, crises, and teachers’ careers (Day and Gu, 2010; Fullan, 2007). Integrated research linking macro-level policies with micro-level teacher well-being is essential (Reinius et al. 2023). Effective leadership hinges on context, support, and ethics (Chen and Bos, 2023). Leadership development should emphasise reflection, trust, and ethical action (Daniels et al., 2018; Leithwood et al. 2019). Professional Learning Communities (PLCs) enhance teacher development (Fuller, 2014; Khasawneh et al., 2023; Mydin et al., 2024; Yang et al. 2024), particularly when leaders foster risk-taking and collaboration (Carmie and Guberman, 2025; Lash et al. 2024).
Embracing longitudinal, interdisciplinary, and ethically grounded approaches, future research can better equip schools to navigate complex challenges, fostering both organisational success and the sustained well-being of educators.