Abstract

Ethics is an important part of administrative behavior for a head schoolteacher. A school often proceeds in the path of success if it is led by an ethically sound leader. However, professional ethics are largely thought to emerge from the conscience of the administrator. This article is based on a study undertaken with the purpose of identifying how the ethics of educational administrators are practiced in public secondary schools in Nepal. The study was carried out using a humanistic paradigm with a series of in-depth interviews and focus group discussion through a phenomenological approach.

The study found that professional codes of conduct for school administrators need to be well defined, well internalized, and focused on the culture and context in question. One way to do this is to require representatives of all of the school’s stakeholders to discuss and develop the professional codes of school administrators. This sensitive and participatory approach in the development and adoption of the ethical rules generates a “feeling of ownership,” responsibility, and commitment among all school stakeholders. However, at present, there are no such provisions to understand social interaction in particular social settings to ensure participation of all the stakeholders in the formation of ethical codes of educational administrators.

Recommended Citation

Bhattarai, Prakash C. (2013) "Ethical Practices of Educational Administrators: A Nepalese Experience," Journal of Educational Leadership in Action: Vol. 2: Iss. 1, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1075
Available at: https://digitalcommons.lindenwood.edu/ela/vol2/iss1/1