Prospect of ethical decision-making practices in community schools

Abstract

This ethnographic study provides a rich portrait of Head Teachers’ (HT) ethical decision- making practices for motivating subordinates and enabling the overall performance of Nepali community schools. Data were generated from in-depth interviews, observations, reflective writings and facts/figures from three community schools and their stakeholders. The finding of the study shows that HTs differ in ethical decision-making practices. In schools’ context, differences are visible based on knowledge, volition, and action. Consequently, their ethical sensitivity, determination, and level of engagement/participation are reflected in day-to-day practices of school leadership. On many occasions, the ethical decision-making practices reveal the existing facts of the literature, and HTs confront the dilemma to select the best alternatives for enhancing sound academic performance within community schools.

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