THE CONCEPTIONS AND PRACTICES SECONDARY PRINCIPALS USE TO PROMOTE AND MAINTAIN ETHICAL RELATIONSHIPS

Abstract

Contemporary educational theory and practice emphasizes interpersonal teacher–student relationships as a means of enhancing academic performance, promoting social development, and improving class management. Unfortunately, related policy, training, and professional standards have lagged. Into this void steps the principal, who as school leader falls the responsibility of guiding staff and maintaining ethical context. This research took a qualitative approach to examining the conceptions and practices secondary principals use to promote and maintain ethical relationships in their schools.

Twelve principals from public secondary schools (grades 6-12) in central and coastal Virginia were interviewed, to gather their descriptions of how they perceived appropriate ethical teacher–student relationships, and their practice in promoting and maintaining them in their schools. Research findings implied that although principals were able to clearly define appropriate relationships conceptually, they articulated that they were vaguely defined in policy, and ambiguous in practice. In particular, principals characterized ethical relationship boundaries as grey and ill defined, defying prescriptive policy, guidance, and standards. Key factors in principal practice were described in terms of training staff and promoting a positive school culture and climate, while at the same time modeling expected behaviors, monitoring behaviors, and providing leadership and supervision to guide staff and make corrections as necessary. Desired teacher attributes included caring for and acting in the best interests of students, while adhering to their professional role of teacher.