test question 5: XX during XXX course XX a XXX interview, i XXXXX XX asked inappropriate XXXXXX XXXXXXXXX, i would XXXXX XXX XXXXXXXXX.
XX reply: XXXX.
XXXXXXX answer: XX, according XX XXX assessment's XXXXXXXX of the XXXXX conducted XX XXXXXXXX.
while it is easy to assume that XXXXXX XXXXX do the XXXXX thing XX the XXXXXXXXX called for making a XXXX ethical decision, people XXX behave differently when XXXXX with XXXXXXX circumstances when their XXXXXXX XXX XXXXXXXXX. this XXXXXXXXX how XXXXXXXXX it XX XX learn XX act ethically in XXXX life.
XXXX XXXXXXXX X: if i XXXXX XXXXXX in XXXX unfortunate XXXXX where i had to choose XXXXXXX saving my unconscious XXXXXXX and XXX handicapped people, it would be XXXXX XX XXXX the two XXXXXXXXX.
my XXXXX: false.
correct XXXXXX: XXXXX is no absolute right XXXXXX XX this question.
many people have a feeling of XXXXX XXXXXXXXXX for XXXXX XXXXXX even XX a XXXXXX member's XXXXXX might be XX XXX XXXXXXX XX a XXXXXXX number of XXXXX.
part X - XXXXXXXXXX on my responses
introduction
XXXXX completing robert XXXXXXXX's XXXXXXX XXXX-assessment, "how ethical are you? put your XXXXXXXX-making skills to the test,” i XXXXXXXXXX the XXXX that ethical decision-XXXXXX is XXX XXXXXX easy. i XXXXXXX that XXX XXX XX sure XXXXX XXXXX honest XXX XXXXXXX but XXXXX be influenced XX emotions, XXXXXX XXXXXXXX, XXXX-XXXXXXXX, XXX XXXXXXXXXXXX XXXXXX. the XXXX XXXXXX XX XXXX the necessity XX think XXXXX my XXXXXXXXX and weaknesses XXX think of ways to improve XXXXXX XX educational leader.
XXXX i learned XXXXX myself
XXX XX the XXXXXXXXX lessons learned XXX that ethical XXXXXXX have to be XXXXXXXX XXX XXX just taken XXX granted. XX XXXXXX XX the XXXXX question shows i realize that ethical XXXXXX XXXXXXX XXXXXXXXX to circumstances and influence of others. thus, i came XX the conclusion XXXX i must XXX XXXX XX XXXXXXXXX for granted XX objective. XX an educational leader it is necessary for me XX XXXXXX XX points of XXXX XX XXXXXXX people, look XX XXX XXXXX, XXX think XXXXXXXXX XXXXXX making decisions XXXX XXXXXX XX students, teachers, and XXXXXXXX.
XXX answer i XXXX for XXX XXXXXX XXXXXXXX XXXX taught me a XXXXXX in humility. XXX should XXXXX XXXXXXX XXXX XXX is XXXX XXXXXXX XXXX others XXXXXX XXXXXXX one believes in morality XXX XXXXXXXX. XXXXXXX XXXXXXXXXX XX XXX about XXXXXXXXX XXX’s XXXXXXXXXX and XXXXX able to accept XXXXXXXXX about XXXXXXX. berges puyo (2022) states XXXX XXX XXXXXX be XXXXX of XXXXXXXXX XXXXXXX views when dealing XXXX complex XXXXXX in XXXXXXXXXXX XXXXXXXXXX. i XXXXXXXX XXXX i XXX XXX this XXXXXXX in practice XX assessing XXX XX decisions XXXXXX XXX asking myself XXXXXXX or not they reflect XX XXXXXXX.
the XXXXXXXXX situation made me XXXXXXXXXX XXX connection XXXXXXX XXXXXXX norms XXX XXXXXXXXXXXX. i XXXXX XXXX in XXXX situation john XXXXXX XXX kill his XXXXXXX because it is XXXXXXXXX XXX me XX protect humanity. nevertheless, XXX XXXXXXXXXX XXXXXX XX that there XX a specific XXXXX in XXX XXXXXXXXX XXXX XXXXXX XXX XXXX to XXXXX XXXXX. i have XXXXXXX that XXX right decision-making does XXX solely XXXXXX XX the XXXXXXXXX XXXXXXXX of a person.
XXX discussion of XXXXX XXX the XXXXXXXXXX reminds me XX XXX XXXX that people often do not help others XXXXXXX XXXX XXXXX that someone XXXX XXXX do it. in a school XXXXXXXXXXX, this XXX XXXXXX XXXXXXXX XXXXXX XXXXXXXXX XXX bullying, discrimination, or XXXXXXXX treatment XXXXXXX XXXXXXXX up. i want XX XX the XXXXXX XXX takes XXXXXX in these XXXXXXXXXX instead of XXXXXXX XXXXX someone else solves XXX issue. rivera-mccutchen (XXXX) XXXXXXXX the XXXXXXXXX XX being a XXXXXX leader while taking students' concerns XXXXXXXXX XXX XXXXXXXX XXXXXXX some XXXXXX actions.
XXX, having XXXXXXXX XXX XXXXXXXX in the interview, i XXXXX about what does it XXXX for the person XX XXXXX up for XXX/her values when it is needed. i XXXXXX XXXX i would leave XXX XXXXXXXXX if XXX XXXXXXXXXXX started XXXXXXX inappropriately; however, XXX XXXXXXXXXXX XX the assessment point out XXXX in XXXXXXX, behavior may XXXXXX from what XXX XXXXXXXXX. this XXXXXXXXXX XXXXXX XX XXXX standing XXX XXXX beliefs XX necessary XXX it is important XX XXXXXXX for it.
finally, my XXXXXXX's XXXXXXXXX XXXXXXXXXXX how personal connections XXX XXXXXX XXXXX XXXXXXX. i see XXXX my XXXXXXXX XXX XXXXXXXXX my decision XXXXXX. as a XXXXXX leader, i have XX XXXXX XXXXXXX connections and XXXXXX influence how i XXXXX XX employees XXX XXXXXXXX. achieving XXXXXXXX XXXXX evaluating XXX relevant XXXXX XXX taking XXXX XXXXXXX XXX needs of XXXXX XXXXXXXX XX my XXXXXXX.
in XXXXX of XX XXXXXXXXX XXX XXXXX XXX XXXXXXXXXXX, i view XX ability XX XX fair, XXXXXXXX, XXXXXXXXXXX, and respectful XXXXXXX XXXXXX as my main advantage. XX the XXXX XXXX, XXXX XXXXXXXXXX assessment XXXXXX me determine the weaknesses XXXX i XXX XXXX XX, including XXXXXXXXXXX XXXXXX, XXXXXXXXX XXXXXXXXXX, and XXXXXX thoughtfully. i XXX XXXXXXX my XXXXXX XX analyzing difficult XXXXX, asking XXX comments of XXXXXXX XXXXXXXXXX, thinking XXXXX other perspectives, and assessing the impact of my actions.
conclusion
to sum up, this XXXX-evaluation XXXXXXXXXX has shown XX XXXX XXXXXXX XXXXXXXXXX is a XXXXXXXX journey XXXXXXXXX learning XXX XXXXXXX. XXXXXX XXXXXXXXX that i am a XXXX XXXXXX does XXX suffice and i need XX practice honesty, justice, XXXXXXX, and XXXXXXXXXXXXXX in XX XXXXXXX. another realization i reached XXXX the XXXXXXXXXXXX of my XXXXXXX XX ethical decisions imply conflicting XXXXXXXXXXXXXXXX XXX XXXX XXXXXXX consideration in XXX absence of XXX ideal option. by XXXXX aware of my XXXXXXXXXX XXX asking for XXXXXXXXXXXX XXXXXXX i XXX XXXX into a XXXXXXX XXX XXXXXXXXXXX leader XXX cares XXX XXX welfare and dignity of XXXXXXXX XXXX.
XXXXXXXXXX
XXXXXX XXXX, X. g. (XXXX). ethical leadership in XXXXXXXXX: a XXXXXXX XXXX XXXXXXX XXXXXX of care, XXXXXXX, XXXXXXXX, XXX XXXXXXXX education. journal XX XXXXXXX XXX values in XXXXXXXXX, X(X), XXX–151. XXXXX://doi.XXX/XX.46303/XXXX.XXXX.XX
prentice, r. (n.d.). how XXXXXXX are you? XXX your XXXXXXXX-XXXXXX skills XX XXX test. ethics unwrapped, mccombs school XX business, the university of texas at austin.
rivera-mccutchen, r. l. (2021). “we don’t XXX time for XXXXXXXXX”: toward an ethic XX radical care in XXXXX school leadership. XXXXXXXXXXX administration quarterly, 57(X), 257–XXX. https://XXX.XXX/10.XXXX/0013161x20925892