Administrative Pressures to Practice Unethically: Research and Suggested Strategies

Abstract

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists' and special education teachers' predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents' ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners' abilities to understand and cope successfully with administrative pressures to practice unethically.

Special Education Leadership: Integrating Professional and Personal Codes of Ethics to Serve the Best Interests of the Child

“…Empirical research has provided insight into the conflict between best interests of the child and legal or administrative compliance. Specifically, Helton and Ray (2009) introduced the concept of competing loyalties to describe how educators are negatively affected by administrative pressures to act unethically. In their study, educators felt forced to follow administrative directives and to comply with laws and regulations rather than adhere to their personal ethical codes.…”

Inclusion in International Schools: Theoretical Principles, Ethical Practices, and Consequentialist Theories

“…Fiedler and Van Haren (2009) concluded that school administrators must not only hold "ethical codes of conduct and professional standards" (p. 162) but must also (1) be well-versed in special education and its services in order to make ethical decisions; and (2) reflect an advocacy of concern and commitment in their school communities regarding children with disabilities (p. 172). Helton and Ray (2009) noted four types of special education ethical decisions errors made by school administrators: (1) decisions resulting from administrative pressure to practice unethically; (2) placing one's own beliefs before ethical codes of practice; (3) following administrative directives regardless of practitioner ethical responsibilities; and (4) teachers not receiving support from administrators when a child's special education plan is not being implemented (p. 115 (Sheldon, Angell, Stoner, & Roseland, 2010).…”

Enhancing Ethical Awareness

“…Professionals, according to common standards and guidelines, are expected to continue to learn in their areas of expertise and promote this new learning through action and practice. Often administrators caught in the dilemma of managing a budget and offering specialized educational services might pressure educators to practice unethically (Helton & Ray, 2009). An important aspect of gifted education is the building of ethical decision making (Tirri, 2011).…”