A study of the relationships between managerial styles and moral reasoning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Muriel L. Lundy (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Robert O'Kane

Abstract: This dissertation explores the relationship between managerial styles of school administrators and their levels and stages of moral reasoning. The selected population served as school administrators during the 1977- 1978 school year. The determination of managerial style, herein using traditionalist/judicial, troubleshooter/negotiator, catalyst, and visionary as the four managerial styles, occurred during participation in an extensive leadership seminar prior to this study. The levels and stages of moral reasoning were determined in this investigation. The Kohlberg Moral Judgment Scale was used with 137 administrators. Data pertaining to years in a leadership position, school enrollment, location, and sex were used in the analysis. Reliability as determined from the scores of two raters of the responses to the Moral Judgment Dilemma is considered to be high. The distinction between manager, from which managerial style is a derivation, and administrator was drawn. The term manager refers to functions associated with getting the job done; i.e., planning, organizing, directing, and evaluating. Administrator refers to value and ethical dimensions reflected by persons holding positions of responsibility in organizations.

Additional Information

Language: English
Date: 1978
School management and organization $x Moral and ethical aspects
School administrators $x Attitudes
School administrators $x Psychology

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