The best-interests principle is a widely used ethical, legal and social basis for policy and decision-making involving children [italics added] (Kopelman, 1997). In response to modern ethical leadership, a growing number of academics have examined the relationship between the best interest principle and decision making (Cranston, 2006; Tirri, 1999, 2001, 2002). Shapiro and Stefkovich (2001) and Stefkovich (2006) responded to this interest with two educational ethical decision making models where best interests are central. The models incorporated foundational works like Starratts (1994) multidimensional ethical framework and Walkers (1998) jurisprudential and ethical perspectives. Additionally, Stefkovich (2004, 2006) sought to include jurisprudential constructs such as rights, responsibilities and respect . However, despite the academic attention for best interests, only a small number of empirical studies have been conducted (Frick, 2006; Shapiro & Stefkovich, 2001; Stefkovich, 2006).
The purpose of this research was to examine the best interest(s) principle through an investigation of theory, practice and professional praxis and thus to identify the common use and understanding of the best interests principle in Canadian in-school administrative practice. Quantitative and qualitative methods were used in this study. Research methodology consisted of self-report, structured questionnaires including both closed attitudinal and open ended questions and a semi-structured focus group interview. A best interests questionnaire was embedded in a larger study entitled Moral Agency and Trust Brokering: Challenges of the Principal and distributed to a stratified sample of Canadian in-school administrators. The data was subjected to both descriptive statistical and thematic analysis.<p>
The findings revealed a compelling image of the best interests principle in educational administrative practice. Analyses of the data revealed two categories of thought: (a) broad conceptualizations and general perspectives toward defining best interests and (b) general methodological considerations or approaches to applying best interests principle. The best interests of the student(s) was broadly conceptualized and defined as three major categories of thought: best interests as core good, best interests as good pedagogy, and best interests as holistic.<p>
Additionally, three methodological considerations were identified as contributing toward the application of the principle: stakeholders influence, contextual considerations and relational aspects. Respondents preferred to define best interests in caring and collective terms. Analysis revealed simultaneously narrow and broad interpretations of interests.
Implications for theory supported a modified professional ethic and best interests model that balances the ethical paradigms of care, critique, justice and community with the jurisprudential constructs of responsibility, respect and rights. Two central dichotomies emerged within interpretations of the best interests principle in the ethical and jurisprudential literature forming a matrix of best interests: individual v. collective and subjective v. objective. This study placed the respondents centered on the continuum between individual and communal and subjective and objective.<p>
The findings of this study indicated that continued best practices in ethical decision making pedagogy would serve to augment the findings of this study. Likewise, continued research in the area of multiple ethical paradigms, ethical leadership and ethical decision making among in-school administrators would serve to extend the findings of this study.
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-04202010-003535 |
| Date | 09 August 2010 |
| Creators | Bishop-Yong, Nicola Wendy |
| Contributors | Walker, Keith, Renihan, Pat, Carr-Stewart, Shelia, Noonan, Warren, Heavin, Heather |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-04202010-003535/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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