Superintendents' moral reasoning for disciplining a teacher for immoral conduct outside of the school day

This study examines the ethical decision-making process of superintendents as they determine whether or not to discipline teachers for immoral behavior outside the school day. With the increase in social networking, Internet search engines, and local media, teacher's personal and professional lives are more vulnerable to public visibility. When superintendents face situations in which educators act immorally outside the school day, two questions arise as they determine whether or not to discipline the teacher: "Can I?" and "Should I?".;Literature reviewed reveals that ethical decision-making is not focused on a single theme but is a blend of the ethical paradigms of justice, critique, and care. Educational leaders face unique issues in the context of the educational setting and follow what is called "ethics of profession" as they make decisions based on their personal and professional ethics, as well as the community's values and beliefs. To make ethical decisions regarding teachers' immoral behavior outside of the school day, educational leaders must be authentic to their beliefs and convictions and reflective in their actions.;The purpose of this qualitative study was to learn about superintendents' moral reasoning as they faced complex ethical dilemmas caused by teachers' immoral behaviors outside the school day. Fifteen interviews were conducted with retired superintendents in Illinois and Minnesota. The interview questions required the participants to analyze a situation in which they believed a teacher acted immorally outside the school day. Participants were asked to reflect upon the steps they had taken and their moral reasoning as they determined whether or not to discipline the teacher. Also, they prioritized internal and external factors that played a role in their decision-making process.;Based on the research results, legal and contractual requirements and fact-finding provided both obstacles and structure in determining the "Can I?" question. In solving the ethical dilemmas created by the teachers' immoral conduct, or the "Should I?" question, the participants' actions and responses supported the use of ethical paradigms in making ethical decisions, and maintaining an authentic leadership approach to their beliefs by basing their decisions on what is in the best interests of the students.