"Ethical Dilemmas of Swedish School Leaders: Contrasts and Common

Themes"

Summary

The article "Ethical Dilemmas of Swedish School Leaders: Contrasts and Common

Themes" by Katarina Norberg and Olof Johansson discusses the ethical dilemmas and the

complexity of decision-making in daily school practices. It also explores the changing nature

of school leadership in Sweden due, to its market-oriented and decentralized school system,

which has resulted in school principals taking on more managerial duties and facing complex

decision-making priorities (Johansson and Lundberg, 2002).

By the same token, the authors also describe school leadership as a “moral activity,”

that involves value-laden and normative messages (Sherman and Grogan, 2003). Personal

and professional values can impact decision-making, and school leaders must reconcile

didactic rationality with ethical rationality. The forces of globalization have also affected

public education, and school leaders must mediate opposing forces with their communities.

The article aims to explore ethical dilemmas and decision-making in daily school practices by

considering the concept of ethics from different perspectives. Ethical dilemmas experienced

and identified by Swedish politicians, superintendents, school leaders, and teachers are also

presented and analyzed.

The study was conducted using a qualitative approach, and data was collected through

semi-structured interviews with multiple school leaders from different regions of Sweden.

The authors identified five common ethical dilemmas: responsibility, loyalty, justice,

truthfulness, and care. The study found that while there were common themes, there were

also significant differences in the dilemmas faced by school leaders depending on the size of

the school and the social context in which they worked.

Strengths and Weaknesses

 One of the strengths of the article is its clear structure and organization. One may

suggest that the authors presented their findings in a logical and coherent manner, and the use

of headings and subheadings makes it easy to follow. The use of direct quotes from the

interviews adds depth to the analysis and allows readers to understand the experiences of

school leaders in their own words. The authors also acknowledge the limitations of their

study, such as the small sample size and the fact that the study only included school leaders

from Sweden. Notwithstanding, whilst the specifics of the data of the study were unique to

Sweden, many of these ethical dilemmas can be found in many schools in the Anglo-

Caribbean context, and dare I say Jamaica.

Another benefit of the article is that it provides a theoretical framework for exploring

ethical dilemmas and decision-making in daily school practices. The concept of ethics is

examined from various perspectives, including ethics of duty, consequences, critique, justice,

care, and profession. This framework can be useful for educators and administrators in

understanding and navigating ethical issues that may arise in their work. Additionally, the

article presents and analyzes ethical dilemmas experienced and identified by Swedish

politicians, superintendents, school leaders, and teachers, which can serve as valuable case

studies for those facing similar situations.

Consequently, one weakness of the article is its narrow focus on ethical dilemmas

faced by school leaders in Sweden. While the study provides valuable insights into the

specific context of Swedish schools, it would be useful to compare these findings to those

from other countries to see if there are any cross-cultural differences in ethical dilemmas

faced by school leaders. Additionally, the authors do not provide a clear definition of what

they mean by "ethical dilemma", which could make it difficult for readers to fully understand

the scope of the study.

Application to Practice
 The article has several implications for practice. Firstly, it highlights the need for

school leaders to be aware of the common ethical dilemmas they may face and to develop

strategies for dealing with them. School leaders need to be able to balance conflicting values

such as responsibility to the school community and loyalty to staff members, while also

upholding ethical principles such as justice and truthfulness. The authors suggest that training

programs for school leaders should include opportunities for reflection on ethical dilemmas,

as well as practical guidance on how to handle them.

Secondly, the study emphasizes the importance of context in shaping ethical

dilemmas faced by school leaders. School leaders working in small, close-knit communities

may face different ethical dilemmas than those working in larger, more diverse areas. By

understanding the unique context of their schools, school leaders can anticipate and prepare

for potential ethical dilemmas. The authors suggest that school leaders should engage in

ongoing dialogue with stakeholders to develop shared ethical principles and to create a

culture of ethical decision-making.

Key Insights and Lessons Learned

One key insight from the article is that ethical dilemmas are a common and inevitable

part of the role of school leaders. The authors highlight the need for school leaders to be able

to recognize and address ethical dilemmas in a timely and effective manner. Another key

insight is that ethical dilemmas are shaped by the context in which they arise. By

understanding the unique context of their schools, school leaders can develop ethical

strategies that are relevant and effective.

A key lesson learned from the article is that ethical decision-making is a complex

process that requires careful consideration of multiple factors. School leaders need to be able

to balance competing values and principles, and they need to be able to justify their decisions

to stakeholders. The authors suggest that by engaging in ongoing dialogue with stakeholders
and by reflecting on past ethical dilemmas, school leaders can develop the skills and

knowledge needed to make ethical decisions with confidence.

In addition, another lesson learned is the fact that school leaders will also have to

contend with their own individual biases when navigating the decision-making process. In

examining the different paragraphs, a major takeaway from the authors’ perspective, is that

school leaders must be vigilant and not fall into the trap of fundamental attribution error;

where they may make decisions based on the relationship they have with a specific

individual, and not based on the evidence of each case.

Significance and Issues for Further Research

Sequentially, in the article "Ethical dilemmas and leadership in Swedish schools,"

practical insights and lessons were provided for school leaders by exploring the ethical

dilemmas faced by Swedish school leaders. The authors suggest that one way to prevent

ethical dilemmas is to create a culture of openness and transparency where all stakeholders

are encouraged to speak up and raise concerns (Norberg & Johansson, 2019).

Additionally, the article recommends that school leaders should be proactive in

addressing ethical dilemmas by developing clear policies and procedures for handling ethical

concerns, and by providing ongoing training and support for all staff members (Norberg &

Johansson, 2019). The article highlights the importance of promoting ethical leadership in

schools and suggests that school leaders should act as role models and set a high standard for

ethical conduct. However, the article's sample size is relatively small, and the study relies

solely on interviews with school leaders, which may limit the comprehensiveness of the

findings and suggest the need for further research.

In conclusion, the authors provided a comprehensive exploration of the ethical

challenges faced by Swedish school leaders. The article highlights the need for school leaders

to be proactive in addressing ethical dilemmas and creating a culture of ethical awareness and
responsibility. While the study has some limitations, it offers valuable insights and lessons

that can be applied to practice. The article is highly relevant to school leaders and educators

who are interested in promoting ethical leadership and addressing ethical dilemmas in their

schools. The findings of the study suggest that further research is needed to explore the

perspectives of other stakeholders and to develop a more comprehensive understanding of the

ethical challenges faced by school leaders.