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Moral Intensity and School Principals’ Ethical Decision-Making: An Empirical Study

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Abstract

This study is based on Jones’s (Academy of Management Review 1(2):366–395, 1991) theoretic model and explores the relationship between perceived moral intensity and the first three stages (moral recognition, judgment, and intention) of the ethical decision-making process for school principals. A survey consisting of four scenarios was conducted with 790 school principals in Taiwan. The results revealed differences in perceived moral intensity and the ethical decision-making process between scenarios. The two-factor solution for moral intensity and the relationship between moral intensity and moral recognition, judgment, and intention were found to support Jones’s (1991) theory. In addition, perceived potential harm appeared to have a stronger relationship with moral judgment and intention. However, the correlation between moral intensity and principals’ moral recognition appeared to be weak.

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Authors and Affiliations

  1. National Chi Nan University, Nantou, Taiwan, ROC

    Feng I. Feng

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  1. Feng I. Feng
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Correspondence to Feng I. Feng.

Appendix

Appendix

Scenario 1: Who Should Leave?

The low birth rate of Taiwan resulted in a reduced school enrollment. Alian junior high school suffered a crisis and had to cut classes; the teachers who were above the quota for teacher number had to be dismissed or moved to other schools that needed teachers. To solve the problem, the school principal decided to hold a meeting to listen to the opinions of the school members. Faced with endless argument by school members, the principal began considering the harmony of the school and its pecking order.

Action The principal decides to take the principle “Last in, First out” to address the problem. Please evaluate this action.

Scenario 2: Do Me a Favor

Wang is a principal, and his school has high school effectiveness. Ting is a councilor and is very enthusiastic about school matters. He brings a lot of resources to school and helps Wang build a good relationship with community residents. One day, Ting asks Wang to arrange for his son to join a well-known teacher’s class.

Action The principal decides to help. Please evaluate this action.

Scenario 3: Follow the Order

To promote tourism, the local government holds an international flower exhibition that requires some temporary staff. The supervisor asks the principal of Lin elementary to mobilize schoolteachers as temporary staff for three school days. During these days, the teachers’ classes are taught by substitute teachers.

Action The principal decides to follow the supervisor’s orders. Please evaluate this action.

Scenario 4: Incompetent Teacher

Three years ago, Lu, a female teacher at Polin elementary school, suffered mental shock because of a failed relationship. Afterward, Lu shows some abnormal behavior in her class, and her behavior seriously influences instruction and students’ safety. Lu was asked to take medical treatment. However, her condition still shows no improvement. Lu’s mother was a senior teacher in the same school and retired last year. She has a good relationship with the school principal and staff. Before the school teacher review committee discusses the problem of Lu’s dismissal, Lu’s mother visits the principal and requests that Lu be retained as a subject teacher and that homeroom teachers offer some necessary assistance when Lu provides instruction.

Action The principal decides to agree to her request. Please evaluate this action.

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Feng, F.I. Moral Intensity and School Principals’ Ethical Decision-Making: An Empirical Study. Asia-Pacific Edu Res 22, 531–540 (2013). https://doi.org/10.1007/s40299-012-0051-z

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