School administrators make numerous decisions every day, ranging from simple, routine decisions to complex decisions. These decisions are governed by standards that go beyond the set of circumstances under consideration. This study explored the beliefs, standards, philosophical frameworks, and processes utilized by school principals in making decisions.
Qualitative interview research methods were used since the purpose of the study was exploratory and descriptive. Participants included six public school and four private school principals. Five were female and five were male. The data was analyzed by reviewing the transcripts of the taped interviews and by the use of computer software. The FIRO-B was administered and demographic information was collected. Findings were reported in narrative style.
Most of the principals defined ethical decision making as doing what was right. The investigator found no difference in the articulated understanding of ethical decision making by male and female principals. Further, there was no difference noted between public and private school administrators. All of the principals discussed ethical decision making as an imperative.
Most of the principals cited their respective experience, education, upbringing, values, and beliefs as influencing the rules they used to determine an ethical course of action. Further, they maintained that the standards do not change with the circumstances or context. Rather, the application of those standards varied.
All of the respondents maintained that personal beliefs effected administrative decision making. As a group, they agreed that one's personal beliefs defined who he or she was. One's actions, then, could not be separated from the convictions, beliefs, and attitudes that were woven into their human fiber.
","abstract_html":"<p>School administrators make numerous decisions every day, ranging from simple, routine decisions to complex decisions. These decisions are governed by standards that go beyond the set of circumstances under consideration. This study explored the beliefs, standards, philosophical frameworks, and processes utilized by school principals in making decisions.</p> <p>Qualitative interview research methods were used since the purpose of the study was exploratory and descriptive. Participants included six public school and four private school principals. Five were female and five were male. The data was analyzed by reviewing the transcripts of the taped interviews and by the use of computer software. The FIRO-B was administered and demographic information was collected. Findings were reported in narrative style.</p> <p>Most of the principals defined ethical decision making as doing what was right. The investigator found no difference in the articulated understanding of ethical decision making by male and female principals. Further, there was no difference noted between public and private school administrators. All of the principals discussed ethical decision making as an imperative.</p> <p>Most of the principals cited their respective experience, education, upbringing, values, and beliefs as influencing the rules they used to determine an ethical course of action. Further, they maintained that the standards do not change with the circumstances or context. Rather, the application of those standards varied.</p> <p>All of the respondents maintained that personal beliefs effected administrative decision making. As a group, they agreed that one's personal beliefs defined who he or she was. One's actions, then, could not be separated from the convictions, beliefs, and attitudes that were woven into their human fiber.</p>","abstract_has_math":false,"creators":["Reiber, Gwendolyn Probst"],"institution":null,"degree_name":"Doctor of Education in Educational Administration","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Brayan Griffin","Cathy Jording","Fred Page"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-01-01T08:00:00Z","date_published":"2001-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","School administration","Ethics","Decision-making","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/148","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brayan Griffin","Cathy Jording","Fred Page"]},{"key":"dc:creator","label":"Author","values":["Reiber, Gwendolyn Probst"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","School administration","Ethics","Decision-making","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/148"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School administrators make numerous decisions every day, ranging from simple, routine decisions to complex decisions. These decisions are governed by standards that go beyond the set of circumstances under consideration. This study explored the beliefs, standards, philosophical frameworks, and processes utilized by school principals in making decisions.
Qualitative interview research methods were used since the purpose of the study was exploratory and descriptive. Participants included six public school and four private school principals. Five were female and five were male. The data was analyzed by reviewing the transcripts of the taped interviews and by the use of computer software. The FIRO-B was administered and demographic information was collected. Findings were reported in narrative style.
Most of the principals defined ethical decision making as doing what was right. The investigator found no difference in the articulated understanding of ethical decision making by male and female principals. Further, there was no difference noted between public and private school administrators. All of the principals discussed ethical decision making as an imperative.
Most of the principals cited their respective experience, education, upbringing, values, and beliefs as influencing the rules they used to determine an ethical course of action. Further, they maintained that the standards do not change with the circumstances or context. Rather, the application of those standards varied.
All of the respondents maintained that personal beliefs effected administrative decision making. As a group, they agreed that one's personal beliefs defined who he or she was. One's actions, then, could not be separated from the convictions, beliefs, and attitudes that were woven into their human fiber.
"]},{"key":"dc:title","label":"Title","values":["Ethical Dimensions of Administrative Decision Making in Schools: The Principal's Perspective"]}]}],"canonical_facts":{"dc:contributor":["Brayan Griffin","Cathy Jording","Fred Page"],"dc:creator":["Reiber, Gwendolyn Probst"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["School administrators make numerous decisions every day, ranging from simple, routine decisions to complex decisions. These decisions are governed by standards that go beyond the set of circumstances under consideration. This study explored the beliefs, standards, philosophical frameworks, and processes utilized by school principals in making decisions.
Qualitative interview research methods were used since the purpose of the study was exploratory and descriptive. Participants included six public school and four private school principals. Five were female and five were male. The data was analyzed by reviewing the transcripts of the taped interviews and by the use of computer software. The FIRO-B was administered and demographic information was collected. Findings were reported in narrative style.
Most of the principals defined ethical decision making as doing what was right. The investigator found no difference in the articulated understanding of ethical decision making by male and female principals. Further, there was no difference noted between public and private school administrators. All of the principals discussed ethical decision making as an imperative.
Most of the principals cited their respective experience, education, upbringing, values, and beliefs as influencing the rules they used to determine an ethical course of action. Further, they maintained that the standards do not change with the circumstances or context. Rather, the application of those standards varied.
All of the respondents maintained that personal beliefs effected administrative decision making. As a group, they agreed that one's personal beliefs defined who he or she was. One's actions, then, could not be separated from the convictions, beliefs, and attitudes that were woven into their human fiber.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd_legacy/148"],"dc:subject":["ETD","School administration","Ethics","Decision-making","Educational Administration and Supervision"],"dc:title":["Ethical Dimensions of Administrative Decision Making in Schools: The Principal's Perspective"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Educational Administration"]},"updated_at":"2026-07-24T02:28:00Z"}