Abstract (summary)
This descriptive study examined the understanding of ethical principles by educational leaders as they relate to their professional actions in the decision-making process when faced with ethical dilemmas. School leaders' decision making was studied within the framework of four paradigms: ethic of justice, ethic of critique, ethic of care, and professional ethics. The Interstate School Leaders Licensure Consortium standard of 1996 suggesting that a school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner was the impetus for this study. To meet this standard, an administrator must (a) possess a knowledge and understanding of the various ethical frameworks and perspectives on ethics; (b) have knowledge and understanding of professional codes of ethics; (c) believe in, value, and be committed to bringing ethical principles to the decision-making process; and (d) believe, in, value, and be committed to developing a caring school community. The study explored theories of several writers indicating different factors impacting the ethical principles used by decision makers. These factors included gender, age, years of experience, the grade level of the principalship, and professional affiliations. Educational leaders who may be impacted by these standards were asked to participate in this study. A proportional random stratified sample of subjects was identified to respond to an ethics orientation self-test developed by Ronald Rebore.
Findings in this study did not support theories that females use different principles than males in resolving ethical dilemmas. Educational leaders did not respond in different ways to the ethics orientation self-test based on age. No findings emerged indicating differences in responses based on the years of experience of the respondents. The grade level of principalship of the respondent (Elementary, Middle, or High School) did not affect the application of principles in decision-making. Members and non-members of state affiliated associations did not show differences in their understanding of ethical principles as related to their professional actions. Although results of the study indicate no differences in the responses by subgroups, the data gathered from the 162 ethics orientation self-tests returned did support the existence of a socialized bureaucracy in education that affects decision-making.
Abstract (summary)
This descriptive study examined the understanding of ethical principles by educational leaders as they relate to their professional actions in the decision-making process when faced with ethical dilemmas. School leaders' decision making was studied within the framework of four paradigms: ethic of justice, ethic of critique, ethic of care, and professional ethics. The Interstate School Leaders Licensure Consortium standard of 1996 suggesting that a school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner was the impetus for this study. To meet this standard, an administrator must (a) possess a knowledge and understanding of the various ethical frameworks and perspectives on ethics; (b) have knowledge and understanding of professional codes of ethics; (c) believe in, value, and be committed to bringing ethical principles to the decision-making process; and (d) believe, in, value, and be committed to developing a caring school community. The study explored theories of several writers indicating different factors impacting the ethical principles used by decision makers. These factors included gender, age, years of experience, the grade level of the principalship, and professional affiliations. Educational leaders who may be impacted by these standards were asked to participate in this study. A proportional random stratified sample of subjects was identified to respond to an ethics orientation self-test developed by Ronald Rebore.
Findings in this study did not support theories that females use different principles than males in resolving ethical dilemmas. Educational leaders did not respond in different ways to the ethics orientation self-test based on age. No findings emerged indicating differences in responses based on the years of experience of the respondents. The grade level of principalship of the respondent (Elementary, Middle, or High School) did not affect the application of principles in decision-making. Members and non-members of state affiliated associations did not show differences in their understanding of ethical principles as related to their professional actions. Although results of the study indicate no differences in the responses by subgroups, the data gathered from the 162 ethics orientation self-tests returned did support the existence of a socialized bureaucracy in education that affects decision-making.
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