Page 11 - Leadership Basics 4

The freedom to see and hear what is here...

When we limit what people know by withholding or by delaying dissemination of information,
especially for our own benefit. Even when the motive is to make the information more palat‐
able to its recipients, it can still be unethical.
Example:
A teacher is offered a promotional position at another international school, but it would
require moving 500 kms away. Six months after turning down this job offer, the teacher is told
that their current contract will not be renewed. The leader knew all along that this
department would be cut, but they didn't want to say anything until a "more appropriate"
time.

The freedom to feel what one feels, instead of what one ought

When we try to control another's feelings it can be unethical, even if we feel that
we are helping the person. Shaming others for feeling what they feel, or
humiliating them — is a common way that this freedom is denied. Phrases such
as "Please try to remain professional about this," or “Don’t take this so personally,
you cannot help your students if you show your emotions”, or "Relax, students
can tell when you are stressed and believe me they will take advantage of it" are
indicators of these attempts. Do you agree with this?

The freedom to say what one feels and thinks...

When we limit what people can discuss,
whether by policy, direction or tacit un‐
derstanding, it can be unethical.
Sometimes these limits even apply to
conversations among those who already
The freedom to ask for what possess the
one wants, instead of al‐ information. Example: The leader an‐
nounces to their team that the deadline
ways waiting for permission must be met, and that “we aren't
discussing deadline
Constraining what people can say and adjustment, that is NOT on the table, just
what they can ask for is another form of how to meet it”. Some
influencing behaviour that can be deadlines can't change, but this tactic is
unethical. Constraining how others can common even for deadlines that can
make requests, in what forum, to whom change. Restricting the discussion for
or how often, putting in place barriers convenience could keep the team from
and structures to prevent people from finding a solution that's even better than
raising issues or seeking assistance. meeting the deadline.
‘Killing the messenger’ is also an exam‐
ple of how this freedom can be denied
Example:
This type of unethical behaviour may be
proliferated and enforced through
organizational hierarchies. “No you
cannot see the principal about your
timetable, the timetable is done by your
Head of Department and endorsed by The freedom to take risks,
the Vice Principal. If you have any instead of choosing to be
complaints or issues about your teaching "secure" and
load you need to take it up with the HOD,
otherwise there will be chaos”. Or “This not rocking the boat
allocation of students to classes is done School leaders may try their hardest
using the SAMS database system, you to deter teachers from taking risks on
cannot request that a student be moved their own behalf. They may
out of your class now, it is too late, the impose policies, protocols and ‘tacit’
meeting for doing that was held three understandings that prevent
weeks ago, it is not my fault that you teachers from ‘rocking the boat’.
were away on camp”. This may seem like to contradict the
notion of leader as change agents,
but the key is the change they want
is ‘their change’ not the uncontrolled
ideas or innovations of their staff.

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