Ethical Dilemma Experiences of School Principals: A Phenomenological Approach

Abstract

This study aims to thoroughly examine the ethical dilemmas experienced by school principals in their professional practices across cognitive, affective, and behavioral dimensions from a phenomenological perspective. Designed within a qualitative research approach, the study involved semi-structured interviews with 21 school principals selected through maximum variation and criterion sampling techniques. During the analysis process, a systematic path appropriate for descriptive phenomenological data was followed, aiming to reach the shared meaning structures distilled from the participants' experiences. The findings revealed that school principals experienced ethical dilemmas beyond mere rational reasoning, as a multi-layered process where emotional toll, social pressure, and professional responsibilities intersect. It was observed that internal tensions and stakeholder conflicts were prominent in this process, and resolution strategies varied between legal-principled approaches and value-oriented or experiential preferences. The experience of ethical dilemmas was found to possess a contextual, dynamic, and complex structure. Based on these core findings, it is recommended to update in-service training programs, establish ethical advisory boards, and structure professional psychological support mechanisms to assist school principals.