Educational Leadership and Ethical Decision-Making: A Comparative Case Study of Public, Private, and Independent K-12 Schools in Ontario

Abstract

School leaders face many dilemmas in their ethical decision-making as part of their regular responsibilities (Arar & Saiti, 2022; Berkovich & Eyal, 2021; Cranston et al., 2003, 2006; Ehrich et al., 2015; Eyal et al., 2011; Langlois, 2004; Langlois & Lapointe, 2007). This study explores how leaders in Ontario’s public, private, and independent K-12 schools experience dilemmas and how governance influences ethical decision-making, as seen through the multiple paradigm approach (Shapiro & Stefkovich, 2022). A comparative multiple case study approach was used to examine the experiences and perspectives of leaders in six case schools, including two schools from each governance type (public, private, and independent). The study's first phase featured semi-structured interviews with two leaders from each school and a document analysis; these data collection methods enabled the development of the six cases. In the second phase, three paired interviews with two leaders of the same governance type provided additional data for cross-case comparisons with governance type serving as the central comparative dimension. Key findings reveal that while school governance shapes the nature of ethical dilemmas leaders encounter, it systematically influences which ethical paradigms become salient in their decision-making. Leaders across all governance types draw from the same ethical toolkit, but governance type may shape which paradigms they emphasize and prioritize. Public school leaders experienced dilemmas and influences distinct from the private and independent school leaders, whose experiences were more similar. This research contributes to the understanding of school leadership decision-making and underscores the importance of governance in shaping leadership preparation programs, hiring and retention practices, professional development and training, and school policy development and implementation.