Value-based leadership: An examination of the impact values have on teachers' perception of misconduct

The purpose of this study is to test the theory of value-based leadership that relates teachers' perception of school leaders' values, years of teaching, leadership experience in education and teacher's personal values to perceptions of teacher misconduct. Further, this study seeks to contribute to value-based leadership theory to help teachers and school leaders make value-based decisions aligned with a school's values in order to correct misconduct.;This study will build on the work of Braxton and Bayer (1999) that identified an acceptable range of violations of teacher perceived misconduct that served to identify and address ways to handle faculty misconduct in the higher education.;This study seeks to contribute to value-based leadership theory and teacher practice in secondary education. Years of teaching and years of leadership experience in education and its influence on teacher's values that perceive misconduct are examined. Teachers' perception of school leaders' values and its influence on teacher's perception of misconduct is also examined. The results of this study have implications for teachers and school leaders regarding value-based decision-making when identifying misconduct and creating policies to address and facilitate effective change in the classroom.