Negotiating the double mandate: Mapping ethical conflict experienced by practicing educational administrators

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Katherine Cumings Mansfield, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this study was to capture and describe ethical conflict experienced by seasoned educational administrators. Narrative inquiry via electronic survey was conducted with 42 participants with follow-up interviews conducted with a smaller sample of purposefully-selected participants. Findings suggest that ethical conflict is inherent in the practice of educational leadership and is most often experienced in relation to colleagues when the ethics of justice and care collide. Moreover, leaders’ ability to mitigate conflict, which is exacerbated by institutional and external factors, is improved when coupled by longevity and diversity of leadership experiences. Finally, the role leadership preparation programs and in-service professional development play in building theoretical foundations and competence in applied ethical decision-making cannot be overestimated.

Additional Information

Education Leadership Review of Doctoral Research, 1(1), 157-174
Language: English
Date: 2014
ethical conflict, educational leadership, justice, critique, care

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