JOSHUA M. RANGCAPAN, MBA
Abstract
This paper explores the moral pillars that guide School Administrators in School-Based Management in the Philippines. It also presents ethical dilemmas faced by School Administrators in the public sector. It contemplates morality, considering the challenges schools encounter in cultivating justice and fairness in dealing with various stakeholders and resource management.
Keywords: Accountability, Leadership and Governance, Moral Responsibility, Ethical Leadership
Introduction
Schools play a crucial role in shaping the future of the
Philippines by providing quality education to millions of students. However, the
Department of Education, like any organization, faces various moral challenges
that affect the education system’s integrity, effectiveness, and fairness. With
this, Republic Act No. 6713 establishes a code of conduct and ethical standards
for public officials and employees to uphold the time-honoured principle of
public office being a public trust,
granting incentives and rewards for exemplary service, enumerating
prohibited acts and transactions, and providing penalties for violations
thereof and for other purposes.
Ethical
Dilemmas Faced by School Administrators
Republic Act No. 9155 (Governance of Basic Education Act of
2001) directed School Administrators to a decentralized school management
system. This law provided them the autonomy to manage administrative and
instructional supervision within their school of governance. School
Administrators in the public sector are comprised of a School Head and one (or
more) Administrative Officers.
School Administrators perform a pivotal function in the
management of educational institutions. As an Administrative Officer, we often
encounter ethical dilemmas – situations where we must choose between
conflicting moral principles. These dilemmas can involve decision–making on
issues related to fairness, accountability, discipline, and resource
allocation.
According to Baron,
J. V. & Bello, B. T. (2022), moral issues can be faced in decision-making,
conflicting interests, and engagement in inappropriate behaviour. Mortari, L.
& Tomba, B. (2019) identified three essential perspectives – psychological,
political, and ethical. Republic Act No. 6713 also enumerated prohibited acts
and transactions.
· Financial and material interest. Suppose school administrators deliberately use government funds for their benefit, resulting in mismanaged projects or unimplemented procurement plans. In that case, this kind of act ends up as a serious ethical and moral issue. RA 6713 strictly mandates that public officials and employees shall not, directly or indirectly, have any financial or material interest in any transaction requiring the approval of their office. Schools are meant to be institutions of learning and character formation. When this kind of corruption is exposed, it damages the school’s reputation, eroding trust among students, parents, and the community. Corruption among School Administrators is an immoral act that harms the welfare of students, teachers, and society. Schools should be a place of character development, not centres of dishonesty and greed. Ethical Leadership, transparency, and strict reinforcement of anti-corruption laws are necessary to restore integrity in the education system. By eliminating corruption, schools can fulfil their true purpose: providing quality education and shaping responsible, morally upright citizens.
·
Solicitation
or acceptance of gifts. While
resources (financial and non-monetary) that were provided voluntarily by
stakeholders, e.g., Private Corporations, Alumni, Balik-Bayans, Private
Individuals, etc., for school improvement and raising funds do not pose a moral
concern as long as it does not violate the provision of Section 7(d) of RA
6713, “Public officials and employees shall not solicit or accept, directly or
indirectly, any gift, gratuity, favour, entertainment, loan or anything of
monetary value from any person in the course of their official duties or
in connection with any operation being regulated by, or any transaction which
may be affected by the functions of their office.”
An ethical issue arises if School Administrators accept gifts, cash or in-kind, solely for their benefit, which compromises the integrity of the organization. Bribery in schools can take many forms, such as accepting gifts in exchange for admissions, grades, promotions, or contracts. This unethical practice is a betrayal of public trust and has serious moral, legal, and social implications. When bribery influences decisions in school management, e.g., hiring unqualified teachers, admitting students who do not meet academic standards, and awarding contracts to incompetent suppliers – education quality suffers. Students may graduate without the necessary skills and knowledge, leading to long-term negative consequences for society. Sub-standard supplies or materials, e.g., learners’ chairs and desks, ICT equipment, etc., provided by incompetent suppliers may directly or indirectly affect the overall productivity of the school operations.
·
Disclosure
and/or misuse of confidential information. In the field of education, the most
important foundation is trust in building a safe and nurturing environment.
School Administrators as Leaders are expected to uphold the highest standards
of ethics and professionalism. The protection of confidentiality of information
entrusted to them is one of their key responsibilities. Any misuse of such
information is not only unprofessional but it is immoral. Confidential
information in schools may include medical and student records, disciplinary
reports, personal matters involving learners and/or teachers, and sensitive
communications. This data is shared with administrators under the assumption
that it will be handled with utmost due diligence and integrity. When
administrators breach this trust – whether through carelessness, gossip, or
intentional misuse, a moral dilemma arises.
Such immoral acts can have serious consequences, such as
emotional harm to students, creating conflict among the staff, damage to the
reputation of the organization, and even lead to legal action under RA 10173.
The Data Privacy Act of 2012 protects the rights of individuals over their
personal information. There will be administrative and legal penalties for
School Administrators who misuse or disclose confidential data. The commission
of this act is a grave ethical and moral offence, for it destroys trust,
violates professional standards, and results in significant harm to individuals
and to the organization as well. As educators and leaders, administrators must
serve as models of confidentiality and integrity, ensuring that the school
remains a place of respect, justice, and safety for all.
The
Pivotal Role of Normative Morality in Ethical Leadership
Normative morality is a code of conduct that would be accepted by all rational people under certain idealized conditions. According to the Stanford Encyclopedia of Philosophy (n.d.), normatively refers to a code of conduct that, given specified conditions, would be endorsed by all rational people. In the context of School Administration, normative morality plays a foundational role in shaping decisions, policies, and leadership practices. It ensures that school administrators act not only by rules but also in line with ethical standards that promote fairness, justice, and the well-being of all stakeholders – learners, teachers, parents, and the community.
· Republic Act No. 6713. An act establishing a code of conduct and ethical standards for public officials and employees, to uphold the time-honoured principle of public office being a public trust, granting incentives and rewards for exemplary service, enumerating prohibited acts and transactions and providing penalties for violations thereof, and for other purposes. School administrators regularly face decisions that impact people’s lives – from learners’ discipline to budget allocation.
· The Department of Education’s Core Values. A morally upright school administrator integrates these values into every aspect of school governance. This includes ensuring inclusive education, respect for teachers’ rights, promoting environmental awareness, and nurturing students’ sense of patriotism & community responsibility. Normative morality closely aligns with DepEd core values: (1) Maka-Diyos – God-fearing; (2) Maka-Tao – Respect for others; (3) Makakalikasan – Respect for the environment; and (4) Makabansa – Love for the nation.
Relevant
Laws and Memorandums/Orders in School Administration
·
Republic
Act No. 3019. An
act establishing anti-graft and corruption practices.
·
Republic
Act No. 10173. An
act protecting individual personal information in information and
communications systems in the government and the private sector, creating for
this purpose a national privacy commission, and for other purposes.
·
DepEd
Order No. 83, s. 2012. Implementing
Guidelines on the Revised School-Based Management (SBM) Framework, Assessment
Process and Tool (APAT).
·
DepEd
Order No. 77, s. 2022. Creation
of Anti-Corruption Committees in the Central, Regional, and Schools Division
Offices of the Department of Education.
· DepEd Memorandum No. 061, s. 2024. Reiteration of fair and transparent bidding process and warning against corrupt practices.
Conclusion
Ethical leadership is at the core of effective School-based Administration. Leaders must have integrity, fairness, and a strong sense of moral responsibility. In schools, ethical leaders are not just managers – they are role models who shape values, inspire trust, and ensure that all decisions are aligned with the core purpose of education: to develop learners who are academically competent and morally upright. By leading with integrity and moral purpose, School Administrators can transform schools into pillars of both education and ethical-centered institutions.
References
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