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Principals’ lived leadership experiences in dealing with ethical dilemmas in schools: a phenomenological approach.

dc.contributor.advisorMthembu, Pinkie Euginia.
dc.contributor.authorMantel, Christopher Brian.
dc.descriptionMasters Degrees. University of KwaZulu-Natal, Pietermaritzburg.en_US
dc.description.abstractPrincipals are involved in decision making on a daily basis. Their work is often complex and demanding as they deal with a range of competing demands while dealing with diverse stakeholders who include parents, staff, students, the public, systems and districts. As a result, school leaders are challenged to make difficult ethical decisions while coping with pressures from these diverse groups, whilst also ensuring that schools function and learners get a quality education. Consequently, principals face ethical dilemmas. The purpose of this study was to explore principals’ lived leadership experiences in dealing with ethical dilemmas in schools. Consulted and reviewed literature suggested that ethical dilemmas were a pertinent area of concern for principals. Additionally, the reviewed literature suggested that there was a lack of development and training in dealing with ethical dilemmas and that it was crucial that more research be conducted. This provided the motivation in conducting the study. Framed by systems theory, this qualitative study was underpinned by the interpretive paradigm. The sample consisted of four school principals from the Umgungundlovu District. Data was generated through face-to-face, semi-structured interviews. The findings of the study suggested that the task of being a principal is an extremely arduous one and can have severe repercussions on the livelihoods of principals if they are to deviate from acting in an ethical manner. Second, it became evident that principals must ensure they understand the various systems or areas they are surrounded by in order to be able to identify within which areas ethical dilemmas arise to better be able to deal with them. Third, principals should follow specific frameworks, guidelines or models in dealing with ethical dilemmas, for them to visualise the impact an ethical dilemma could potentially create within other areas of the school. Fourth, principals must lead democratically, whilst adapting their leadership practice depending on the situation and instill the constructs of ethical leadership. Finally, principals lack adequate training in dealing with ethical dilemmas.en_US
dc.subject.otherSchool leaders--Ethical decision-making.en_US
dc.subject.otherPrincipals--Leadership experiences.en_US
dc.titlePrincipals’ lived leadership experiences in dealing with ethical dilemmas in schools: a phenomenological approach.en_US


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