The Grounds and Strategies for Ethical Decision-making in Canadian Principalship

Abstract

This article describes Canadian school principals’ (n=177) perceptions of the factors that constitute their ethical decisions, the grounds, and the strategies for ethical decision-making in their school work. For the participants, primary factors that made decisions ethical were truthfulness and honesty; alignment with values; doing what is best for students and the learning community; and the challenge and pressure of knowing that ethical considerations are the bottom line when it comes to making the right decisions. Their personal and professional grounds for making ethical decisions were confidence in personal ability to consistently make good ethical decisions; faith in the abilities of others to make ethical decisions; and knowledge of the relevant professional ethical codes. Discussing their strategies for ethical decision-making at work, participating principals emphasized self-discipline as a means to deter unethical decisionmaking; past experiences/precedence as aids in making the right ethical decision; referral to a relevant ethical code as support for decision-making; and, advice and feedback from others as moral support and accountability mechanisms. This study provides educational leaders with a better understanding of the nature, grounds, and strategies for improved ethical decision-making in school administration.