A study on school principals’ ethical dilemmas and their ethical orientations in Taiwan

Author(s):

Feng-I Feng(presenting / submitting)

Conference:

ECER 2011

Network:

26. Educational Leadership

Format:

Poster

Session Information

26 SES 9.5 PE/PS, Poster Exhibition / Poster Session

Time:

2011-09-15

12:00-13:30

Room:

Seminarzentrum - Posters

Chair:

Contribution

The purpose of this study is to conduct an inquiry into the common ethical dilemmas which school principals confront in their administrative work. Also, a particular emphasis is put on exploring the ethical orientations underlying the decisions of school principals as well.

The working of educational administration is complicated and unpredictable because it is highly people-intensive. To educate students become social citizens with ethics is the moral imperative to school principals. Besides, impacted by the diverse values circulating in the society, school principals encounter more and more ethical dilemmas when making decisions. How to make a decision from several right choices with competing values in a given situation challenges current school principals.

However, little research focuses on to understand school principals’ ethical dilemmas, ethical orientations and factors which are related to school principals’ ethical orientations in Taiwan. Meanwhile, the difference of cultural context should be regarded, such as Confucian ethics thinking has influenced Taiwan’s people for a long time(Taylor & Arbuckle, 1995; Tu, 1985). The traditional cardinal human relations between the ruler and the ruled; parents and children; siblings; husband and wife; and friends is the ladder ethics that a lot of Taiwan people follow. In addition, this ladder ethics has emphasized the importance to follow the group norms and respect the order of seniority. So the ladder ethics seems an important guide for school principals when they make decisions. Besides, the school principals are highly expected to be a person of noble character and integrity in Confucian tradition.

Therefore, Taiwan school principals may have different ethical dilemmas and ethical orientations from other countries’ principals. Based on the results of related literature review (Nix, 2002 ; Noddings, 1993; Rebore, 2001; Starratt, 1991, 1994; Shapiro & Stefkovich, 2001 ) and Confucian ethics theories, ethical orientations of utilitarian, justice, care, critique, and virtue were identified to examine Taiwan school principals’ ethical orientations and compared across gender, age, school level, position, years of administrative experience and educational background in this study.

Thus, several questions will be answered in this study. First, what kind of ethical dilemma do Taiwan school principals usually face with when they engage administrative practice? Second, what ethical orientation Taiwan school principals favor while making decisions? Third, what factors influence the development of Taiwan school principals’ ethical orientation? And fourth, were there statistically significant differences according to gender, age, school level, position, years of administrative experience and educational background?

Method

This study is based upon data gathered from using a mixed methodological approach of focus group interviews and survey research. Using purposeful and snowball sampling, eighteen school principals from different schools, across elementary, secondary and high schools participate in semi-structured focus group interviews. Participants are asked to describe a situation wherein they were experiencing an ethical dilemma. Then the ethical decision making process are investigated to identify their ethical orientations. Finally, the reflection of what factors influence their ethical decision making will be further explored. According to the findings of related literature review and focus group interviews, a questionnaire is developed as a survey instrument. The survey is constructed on a five-point scale in which respondents agree or disagree with statements such as “I concerned with the principles of equal treatment and equal respect to make decision.” Using random sampling with different school levels, approximately one thousand respondents will be surveyed. Respondents will be asked to identify the ethical dilemmas in their administrative work, underlying ethical orientations and their related factors. In addition, the data will also be used to compare across the demographic variables, including gender, age, school level, position, years of administrative experience and educational background.

Expected Outcomes

This is a tentative study, and the expected outcomes are as follows: first, the common ethical dilemmas that Taiwan school principals confront in their work will be described. Second, the ethical orientations that current school principals perceived will be identified. Thirdly, the factors which influence school principals’ ethical orientations will be grasped. Fourth, based on the statistical analyses, the significant relationships between gender, age, school level, position, years of administrative experience and educational background with school principals’ ethical orientations will be reported, and non-significant findings will also be discussed and explained. On the basis of the aforementioned, this study will not only help school principals to review their ethical dilemmas and ethical orientations, but also help them to reflect what factors significantly influence their ethical orientation developments. Also, these findings will be used to prove western research perspectives from the related literature; moreover, the differences between eastern and western school principals’ ethical dilemmas, ethical orientations and related factors will be compared. Additionally, the results will contribute to the knowledge related to educational administration ethics in Taiwan educational administration academia.

References

Nix, C. D. (2002). School leadership: An ethical dilemma. Unpublished doctoral dissertation, Texas A & M University, College station,TX. Noddings, N. (1993). Caring: A feminist perspective. In K. A. Strike & P. L. Ternasky (Eds.), Ethics for professionals in education: Perspectives for preparation and practice (pp. 43-53). New York: Teachers College, Columbia University. Rebore, R. W. (2001). The ethics of educational leadership. OH: Merrill Prentice Hall. Shapiro, J. P., & Stefkovich, J. A. (2001). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Hillsdale, NJ: Lawrence Erlbaum Associates. Starratt, R. J. (1991). Building an ethical school: A theory for practice in educational leadership. Educational Administration Quarterly, 27(2), 185-202. Starratt, R. J. (1994). Building an ethical school. London: Falmer Press. Taylor, R. L. & Arbuckle, G. (1995) Confucianism. The Journal of Asian Studies,. 54, 347-353. Tu, W. (1985) Confucian thought: selfhood as creative transformation. Albany, NY: State University of New York Press

Author Information

Feng-I Feng (presenting / submitting)

ChiNan University, Taiwan

Nantou

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