'Values, ethics, and valuation processes relate to leadership and leadership development processes in several important ways. These relationships have important implications for teaching about values and incorporating moral literacy frameworks into university level teaching. Perhaps the most fundamental way in which values relate to leadership is as an influence on the cognitive processes of individuals and groups of individuals. It is important, perhaps essential, for persons in leadership roles to understand how values reflect underlying human motivations and shape the subsequent attitudes, speech, and actions of personnel (Kohlberg and Turiel, 1971; Hodgkinson, 1978; Begley, 2006). Begley’s (2006) conception of authentic forms of leadership, discussed in further detail below, emphasizes this capacity as something that begins with self-knowledge and then becomes extended to a sensitivity to the perspectives of others. In that context it is argued that leaders should know their own values and ethical predispositions, as well as become more sensitive to the value orientations of others. Branson, author of an article included in this special issue of the Journal of Educational Administration, has developed a very effective instructional strategy called the deeply structured reflection process that can be used as a support for developing this kind of knowledge and self-awareness.'
This journal article, from Journal of Educational Administration, provides guidance for post-secondary instructors to promote moral literacy.
