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The Ethical Decision Making Practices of k-12 Administrators in an Urban Setting
Sturdivant, Pearline
Sturdivant, Pearline
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Thesis/Dissertation
Date
2021
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Educational Administration
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http://dx.doi.org/10.34944/dspace/6562
Abstract
The decisions that administrators make can ultimately enhance or impede theculture of a school setting. When faced with situations, whether simple or arduous,
the decision-making should be done in an ethical manner that brings about productive
results. On a day-to-day basis, there may be situations that arise that require
administrators to problem solve quickly or on the other hand requiring time to include
reflective practice. How an administrator responds is the central focus of this project.
This phenomenological study explored how administrators in a large city problem solve
when faced with difficult decisions. According to Mertens (2015), phenomenological
research seeks the individual’s perceptions and meaning of a phenomenon or experience.
I learned a great deal from the participants’ decision-making practices. In particular, there
were various parts of the multiple ethical paradigms aligned to the decision-making
practices of the ten principals interviewed in this study. In particular, the ethics of care
and profession were evident in each of the difficult decisions that all ten principals
shared. Out of the twenty difficult decisions shared, the ethic of critique was evident in
seventeen scenarios and the ethic of community was evident in fourteen out of the
scenarios shared. Although the ethics of care, critique, profession, and community were
prevalent in this study, the ethic of justice was not. This was an unexpected outcome of
this study that will be discussed further.
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