Bridge over troubled water: Phenomenologizing Filipino college deans' ethical dilemmas in academic administration

Catacutan, Maria Rosario G.; Guzman, Allan B. de

doi:10.1177/1741143214558579

Cited by 10 publications

(26 citation statements)

References 22 publications

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“…Ethical issues are permeated in school's configuration and this moral baseline affects the decisions at schools (Greenfield, 1993). In this regard, ethical dilemmas are frequently experienced by administrators and teachers at schools which are moral initiatives (Bigbee, 2011) and they increasingly attract attention in researches (Bateman, 2015;Catacutan & de Guzman, 2016;Cranston, Ehrich, & Kimber, 2004;Cross, 2013;Dowd, 2012;Norberg & Johansson, 2007;Roche, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…According to this, administrators can have ethical dilemmas due to questioning bureaucratic supervision, hierarchal authority, specialization, and standardization. Besides, Catacutan and de Guzman (2016) point out that the conflict between the regulations of the system and moral understanding is one of the main conflicts that cause managers to experience an ethical dilemma.…”

Section: Introductionmentioning

confidence: 99%

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Ethical dilemmas that school administrators and teachers experience: Reasons and coping strategies

Erdoğan¹,

Sezgin

2020

pegegog

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The purpose of this research is to identify ethical dilemmas experienced by school administrators and teachers working in public middle schools, the reasons of these ethical dilemmas and the coping strategies used by administrators and teachers. In accordance with this purpose, phenomenological research design was used in this study. Criterion sampling and maximum variation sampling were chosen to determine participantsconsisting of 10 school principals, 10 assistant principals, and 10 teachers. Data were collected by semi-structured interviews prepared by the researcher. Results revealed that school principals, assistant principals, and teachers experience dilemmas in behavioral, structural, political, and systemic aspects. School principals and teachers mainly solve ethical dilemmas completely during the solution process while assistant principals mostly employ partially solving strategies. School principals and teachers commonly use the strategies of establishing a dialogue and receiving opinions in the process of solving ethical dilemmas as well as the strategy of unilateral decision making. Suggestions concerning the prevention and effective management of ethical dilemmas were offered to the Ministry of Education, provincial organizations, school administrators, teachers and researchers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ethical dilemmas that school administrators and teachers experience: Reasons and coping strategies

Erdoğan¹,

Sezgin

2020

pegegog

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“…For this purpose, each dean was asked to identify one concrete ethical dilemma they have experienced and provide a detailed account of their decision. The findings of this current paper are complemented by previous work undertaken by the authors representing the first part of the study which described Filipino college deans' experiences of ethical dilemmas in broad and general terms, that is, the nature and type of ethical dilemmas encountered, the critical incidents which trigger their onset, and the value conflicts embedded in these dilemmas (Catacutan and de Guzman 2015). This current paper aims to contribute to existing literature on ethical decision-making in educational management by providing insights into the moral landscape of school administration in the context of higher education in an Asian setting.…”

Section: Ethical Frameworkmentioning

confidence: 86%

Ethical decision-making in academic administration: A qualitative study of college deans’ ethical frameworks

Catacutan

Guzman

2015

Aust. Educ. Res.

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Ethical decision-making in school administration has received considerable attention in educational leadership literature. However, most research has focused on principals working in secondary school settings while studies that explore ethical reasoning processes of academic deans have been significantly few. This qualitative study aims to describe the ethical decision-making processes employed by a select group of Filipino college deans in solving ethical dilemmas using the ethical paradigms proposed in the works of Starratt (Educ Adm Q 27:185-202, 1991) and Shapiro and Stefkovich (Ethical leadership and decisionmaking in education: applying theoretical perspectives to complex dilemmas, 2005) as frameworks for the analysis. Data was gathered using semi-structured interviews and field text was analyzed using deductive thematic analysis. Findings of this study show that majority of the deans chose to share ethical dilemmas involving students and teachers. The findings also show the ethical frameworks of care, justice, and profession as the dominant paradigms utilized by Filipino deans and their preference for adopting multiple ethical frameworks when making their decisions. Most of the ethical dilemmas which the deans narrated relate to their tasks of academic administration such as monitoring student performance, faculty evaluation and maintaining school discipline. Interestingly, only a few dilemmas involving university administrators were expressed, and dilemmas that refer to broader societal issues usually associated with school administrators' utilization of the ethic of critique were also significantly left out in the narratives of this study. This paper intends to contribute to current literature by expanding research to administrators working in the context of higher education in the Philippine setting. The findings of this study could serve as knowledge base in designing ethics courses to enhance educational leaders' ethical decision-making skills. The study also provides useful

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“…This argument implicitly presupposes a concept of experience according to which experience can be verbalized and made available to others. There are some studies that look at the lived experiences of students, teachers, and principals, though also these studies generally deploy a vague and imprecisely defined concept of experience (e.g., Catacutan & de Guzman, 2016; Mehdinezhad & Sardarzahi, 2016; Parylo, Zepeda, & Bengtson, 2012; Plessis, Carroll, & Gillies, 2015; Shava & Ndebele, 2016; Vennebo, 2017; Wahlstrom & Louis, 2008; Zikhali & Perumal, 2016). They often implicitly equate participants’ narratives of organizational experiences with the experiences of themselves.…”

Section: Experience As a Point Of Departure For Studying Educational mentioning

confidence: 99%

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

Ammann

2018

International Journal of Qualitative Methods

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Research on the link between educational leadership and student learning employs a variety of quantitative and qualitative research designs. Surprisingly, there are relatively few studies on methods for researching educational leadership practices. This article addresses this gap in research and discusses how the experiences of different participants can constitute potential starting points for learning processes. This leads to the question, how and to what extent the educational leadership practices manifest in students' experiences and how "Leadership for Learning as Experience" can be empirically researched. The phenomenologically oriented vignette as research method for studying educational leadership practices will be introduced. Vignettes are narratives that are based on the experiences of participants. In vignettes, the co-experienced observations in the field are captured in form of vivid narratives. Vignettes thus open up a new, supplementary perspective, in which the traces that leadership practices have left on school participants are revealed.

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Bridge over troubled water: Phenomenologizing Filipino college deans' ethical dilemmas in academic administration

Cited by 10 publications

References 22 publications

Ethical dilemmas that school administrators and teachers experience: Reasons and coping strategies

Ethical dilemmas that school administrators and teachers experience: Reasons and coping strategies

Ethical decision-making in academic administration: A qualitative study of college deans’ ethical frameworks

Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

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