Semantic Representation of School Principals’ Perceptions and Lived Experiences of Professional Ethics and Its Dimensions, Boundaries, and Limits in Saqqez City

Abstract

This study aimed to provide a semantic representation of school principals’ perceptions and lived experiences of professional ethics and to identify its dimensions, consequences, necessities, and implementation barriers in Saqqez City. This qualitative study employed a phenomenological research design. The study population comprised school principals in Saqqez City, of whom 20 were recruited through purposive sampling until theoretical saturation was achieved. Data were collected through individual, in-depth, semi-structured interviews. Before each interview, the study objectives and confidentiality procedures were explained, and oral informed consent was obtained. The interviews were audio-recorded, transcribed verbatim, and analyzed through coding based on the phenomenological analysis procedure proposed by Streubert and Carpenter. To enhance the credibility of the analysis, the extracted themes were presented to three participants for member checking and confirmation. The analysis of 165 thematic statements resulted in five main themes and 18 subthemes. The main themes were dimensions of professional ethics, positive consequences of professional ethics, negative consequences of failing to observe professional ethics, the necessity of professional ethics, and barriers to its realization. The dimensions of professional ethics were represented through respecting oneself and others, valuing professional work, conscientiousness, and continuous development. Mutual trust and respect, success and achievement, and a dynamic and positive school climate emerged as its principal positive consequences. Conversely, managerial inefficiency, power-seeking behavior, and deterioration of interpersonal relationships were identified as consequences of unethical conduct. The human nature of educational practice, the significance of education and upbringing, and commitment to laws and regulations explained the necessity of professional ethics. Dissatisfaction and lack of motivation, projection of responsibility, ethical conflicts and uncertainty, instrumental approaches to stakeholder relations, and the limited practical effectiveness of university management courses were identified as major barriers. From school principals’ perspectives, professional ethics is a multidimensional and context-dependent construct that shapes managerial effectiveness, interpersonal relationships, and the educational climate of schools. Its institutionalization requires adequate resources, resolution of legal–ethical conflicts, stronger managerial motivation, and the redesign of professional education and development programs for school principals.