The digital transformation of schools brings to the fore critical ethical issues, which educational leadership is called upon to manage. This study explores the perceptions of teachers and principals of Primary Education (PE) and Secondary Education (DE) in Greece regarding the ethical dimension of leadership in the context of the digital transition of schools. A mixed methodological approach is followed, with quantitative research on 1359 teachers and qualitative research through interviews with 20 principals. The findings are organised into three main themes: equality, participation and digital responsibility; digital ethics and data protection; digital ethics policies. The quantitative results show that leadership is taking a positive stance on digital justice and accountability, while providing protection for the privacy of school community members. The qualitative research confirms the above findings and further highlights the moral concern about phenomena such as digital exclusion, students' overexposure to technology and the threat of the depersonalization of learning. Especially in the field of digital ethics policies, there is a positive intention but insufficient institutionalization. Directors act as moral guides, but they need support to shape more coherent and sustainable policies. The study proposes the strengthening of training, the development of regulatory frameworks and the systematic adaptation of school policies to the new technological conditions. Ethical leadership and digital reform cannot evolve independently. They need to coexist in a pedagogically and socially responsible framework.
Zogopoulos et al. (Tue,) studied this question.
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