THE IMPACT OF THE ETHICAL PARADIGMS ON DECISION-MAKING IN TIMES OF CRISIS

Abstract

The purpose of this pragmatic sequential mixed-method study was to explore theimpact of the ethical paradigms on the decision-making process of school leaders during a time of crisis. The goal of this research study was to gather data about how school leaders make decisions during crises and to identify what ethical paradigms they are employing in their leadership during these times. This study focused on decision-making during crisis situations in school settingsthat involve violence. The research was conducted during the end of the Coronavirus pandemic (Spring 2023) with school leaders in the Commonwealth of Pennsylvania. Therefore, school leaders were given an opportunity to share their experience leading through the Coronavirus pandemic (crisis situation), including the impact on them and their school communities. The quantitative data collected through the anonymous survey provided the breadth of data to answer the research questions. The survey gathered data from school leaders on their educational backgrounds, leadership preparation, job- embedded professional development, leadership experience, and preparedness on crisis management. The survey provided leaders with an opportunity through an embedded link to volunteer for a follow-up interview. The qualitative data collected through the follow- up interviews provided data on the depth of experiences of school leaders and how they were trained both during their leadership preparation programs and through job- embedded professional development offerings. The findings from this research study highlighted the gaps in crisis managementpreparation for school leaders. The findings also shed light on the needs of school leaders to be successful in making decisions and leading their school communities during and after a time of crisis. Additionally, the data from this study showed that school leaders primarily make decisions out of the ethical paradigms of care and the profession. The findings from this study are intended to be used to inform both policy and practice of how school leaders are trained and supported in leading their school communities through crises.