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This article explores the alternate ways ethical school leadership in the best interests of students is conceptualized in the educational leadership literature from several foundational perspectives including philosophy, psychology, critical theory and case law. Perspectives which are grounded solely in theory are differentiated from those grounded in research and practical field applications. An argument is made for the merits of applying multiple ethical perspectives. The findings of existing research on the valuation processes of school principals and their ethical leadership practices are also discussed with a particular focus on their explicit or implicit interpretations of the meaning of `best interests of students'. A genuine regard for student best interests emerges as a major influence on principal leadership practices in two ways: principal valuation processes are heavily oriented towards rational consequentialist orientations; the best interests of students figures prominently as a meta-organizer and ultimate influence on their decision making.
Stefkovich et al. (Mon,) studied this question.