Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
N/A
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2016
Month Degree Awarded
September
First Advisor
Sharon F. Rallis
Second Advisor
Kathryn A. McDermott
Third Advisor
Daniel S. Gerber
Subject Categories
Educational Leadership | Leadership Studies
Abstract
The phenomenon of ethical administration and decision-making in the context of school administration is a recent trend even in the Western scholarship on school administration. Although there have been a many academic endeavors in the last two decades of the 20th century to explore the ethical dimension of school leadership mainly in the works of Greenfield (1985), Starratt (1991,1994), and Hodgkinson (1996). However, in the first decade of 21st century, there have been much more concerted efforts to explore and propose theoretical models to explain the ethical dimension of school leadership. There have been a many attempts to analyze the ethical dilemmas or value-conflicts faced by school administrators by proposing new ethical paradigms. The notable examples are the works of Noddings (2003), Samier (2003), Furman (2004), Greenfield (2004), Stefkovich and O'Brien (2004), Stefkovich (2007), Shapiro and Gross (2008), Shapiro and Stefkovich (2011), and Shapiro, Stefkovich, and Gutierrez (2014). Although these theoretical approaches have a global outlook towards ethical dimension of school leadership but the context of all these theoretical endeavors is wholly western. However, this study uses the theoretical works of Hodgkinson (1996) and Stefkovich (2004, 2007, 2011, 2014) not only to ground this discussion in a theoretical context of related literature but also as an analytic framework to look into the responses of the school principals in their value-conflict situations between school law and moral values. To understand the value-conflict situations faced by government high school principals in Azad Kashmir, their resolution strategies and underlying moral frameworks, seven experienced and well-reputed effective high school principals were interviewed. The analysis of participants’ value-conflict experiences provided valuable feedback on the utility and limitations of ethical theoretical perspectives used in this study. Moreover, in the context of Azad Kashmir, this research study is a first organized inquiry to understand the difficult situations and value-conflicts epxerienced by high school principals. This study provides a peek to understand the state of public sector in Azad Kashmir. The findings of this study reveals the increasingly dysfunctional state of public sector education sector through school principals' narratives.
DOI
https://doi.org/10.7275/8881970.0
Recommended Citation
Khawaja, Muhammad N., ""How Many Generations Will be Spoiled at the Cost of Such Compromises?" The Resolution Strategies of High School Principals in Value-Conflict Situations Between School Law and Moral Values in Azad Kashmir" (2016). Doctoral Dissertations. 774.
https://doi.org/10.7275/8881970.0
https://scholarworks.umass.edu/dissertations_2/774