Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas

Abstract

The aim of this study was to identify the ethical dilemmas of school principals who employ teachers with different physical disabilities. By conducting 18 in-depth interviews with principals from different school levels and different sectors in Israel, we identified the ethical dilemmas that emerged and their causes. The findings reveal that principals who employ teachers with disabilities struggle with multifaceted ethical dilemmas. These dilemmas reflect the tension between the educational ideology that was demonstrated by the principals’ inclination for integration and inclusion versus the three different elements of the principals’ professional responsibilities, namely commitment to the educational system, commitment to the wellbeing of the school staff, and commitment to the wellbeing of the students. Comprehending these dilemmas and understanding the ways in which these values contradict each other is a critical step on the way to building a more inclusive school.

Reflection of Education Administrators’ Ethical Values on Organizational Culture: Case of Plato and Kant

“…Looking at the literature, there are many studies involving the ethical behavior of school principals and still continue to be studied frequently (Bass, Frick, & Young, 2018;DeMatthews & Serafini, 2019;Eranil, 2017;Grissom, Blissett, & Mitani, 2018;Froehlich, Burrell, Brown, & Yelman, 2019;Karakuş, 2018;Karatas, 2019;Tal-Alon & Shapira-Lishchinsky, 2020;Webster & Litchka, 2020). However, when the studies conducted are examined in general, it is investigated that the majority of the school administrators addressed the ethical behaviors and how they are behaved in the face of ethical dilemmas in popular terms.…”