Muhammad Mohsan Ishaque One way to look at the way school, with it's leaders, teachers and curriculum, is the way it facilitates the moral good development of the pupils/students. A way of measuring the quality of this can be through three well known categories. 1. Recognition: Is the curriculum, the leadership and the teaching recognizable to the students? (Does the educational "map" awaken recognition in connection to the world the students are a part of?) 2. Functionality: Does the curriculum, leadership and teaching facilitate in a way that helps the students to function better in the real world both in the situation they are in and the relations they are connected to? 3. Benefit: Does the curriculum, the leadership and the teaching benefit the students, and the society they are a part of, in a long term sense?

These are three very important factors of analyzing practical school moral/ethics. The first time you can find them discussed are in the book by Plato Laws II. The issue at hand, in this book, is the question about if schools educate the young in a way that will benefit the society they are a part of. Through history these and similar categories have been used many times. Even the first law books of Denmark "The Danish Code of Jutland", from 1241, had an introduction which contained these categories to evaluate the "good" of the laws in practice. I have used these categories myself in evaluating the quality of modern schools.

According to Bandura (2001), the agent is the one who acts intentionally to make things happen on behalf of others. This certainly resonates with the work life of school principals

According to Starratt (1991) suggests, ultimately “educational leaders have a moral responsibility to be proactive about creating an ethical environment for the conduct of education”

References

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.

Starratt, R.J. (1991). Building an ethical school: A theory for practice in educational leadership. Educational Administration Quarterly, 27(3), 185–202.

Muhammad Mohsan Ishaque One way to look at the way school, with it's leaders, teachers and curriculum, is the way it facilitates the moral good development of the pupils/students. A way of measuring the quality of this can be through three well known categories. 1. Recognition: Is the curriculum, the leadership and the teaching recognizable to the students? (Does the educational "map" awaken recognition in connection to the world the students are a part of?) 2. Functionality: Does the curriculum, leadership and teaching facilitate in a way that helps the students to function better in the real world both in the situation they are in and the relations they are connected to? 3. Benefit: Does the curriculum, the leadership and the teaching benefit the students, and the society they are a part of, in a long term sense?

These are three very important factors of analyzing practical school moral/ethics. The first time you can find them discussed are in the book by Plato Laws II. The issue at hand, in this book, is the question about if schools educate the young in a way that will benefit the society they are a part of. Through history these and similar categories have been used many times. Even the first law books of Denmark "The Danish Code of Jutland", from 1241, had an introduction which contained these categories to evaluate the "good" of the laws in practice. I have used these categories myself in evaluating the quality of modern schools.

BEHAVIOR EVERYDAY AND RELIGION LEVEL, BECAUSE WITH 2 SUCH INDICATORS WE CAN EVALUATE SCHOOL HEADS