Ethical decision‐making and ethical responding: an analysis and critique of various approaches through case study

Abstract

For three decades, the scholars in the area of values in educational administration and the moral dimension of leadership have conceptually argued for and empirically explored the centrality of values to educational administration. This centrality may be expressed as the roles and nature of values in decision‐making and conflict resolution. Increasing diversity and accountability in educational contexts result in more value conflicts and complex moral issues. This article reviews, identifies and discusses the strengths and limitations of various approaches to ethical decision‐making and responding in educational administration. The analysis indicates that no single approach is adequate to portray the complexity of the problem and provide guidance or help to school administrators in making ethical decisions and acting consistently on those decisions. In this article, I propose a comprehensive framework for understanding decision‐making and ethical responding, which takes into account the functions of values and valuation, rationality and reasoning, and both personal and situational factors.

Acknowledgements

I would like to acknowledge my sincere gratitude to Dr Duncan Waite for his continuous, kindest support and help valuable advice, and detailed editing throughout; to Dr Michele Acker‐Hocevar for her kindest support and help, and synthesized comments on revision; and to the reviewers for their constructive criticism and edits. Also, I am indebted to Professors Paul Begley and Kenneth Leithwood for inspiration and for their most generous support.