Ethical Teacher Leadership as a Discriminating Element in Initial Teacher Training (ETL): Research Project Report University of Granada and Autonomous City of Ceuta, Spain (Reference CE-02-UGR24)

Abstract

The binomial university education-professional ethics has in recent years aroused a great amount of research interest both nationally and internationally. The findings of these studies have contributed to the understanding of the relationship between personal ethics and deontological leadership and demonstrated that personal ethics is an essential precursor to ethical leadership in institutions. These studies have likewise appealed for the need to incorporate the teaching of ethics in academic curricula so as to form responsible professionals, an unavoidable element imperative to the construction of a more just, equitable, and inclusive society. With its focus on teaching professionals, the UNESCO set the goal of achieving quality education (SDG 4), which implies counting on prepared and committed professionals. Hence, the ethical performance of teachers - and student teachers - should be in the spotlight of the scientific community and should be accompanied not only by a growing awareness of the importance of professional ethics in higher education, but the need for a more systematic and in-depth approach to imparting it. This research project, which has been funded by the University of Granada and the Autonomous City of Ceuta in Spain (Reference CE-02-UGR24), aims to contribute to this academic debate.