The Ethical Reasoning of School Administrators

Abstract

The nature of typical dilemmas confronted by educational administrators was assessed through a two-phase study of ethical conflicts of school principals. On the basis of analyses of principals’ level of ethical reasoning—using the Van Hoose and Paradise model—it was found that in cases of ethical dilemma, principals tend to weigh competing alternatives against societal norms in determining courses of action. Conversely, principals ascribe to others less elevated moral behavior. They reported that other administrators are more likely to act in strict accordance with institutional rules and norms of behavior. The authors suggest that administrators’ training in ethical reasoning might best be accomplished in district settings where a common moral philosophy can be developed and open debate encouraged, thereby demonstrating support for broader levels of ethical reasoning.