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The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

Currently, the world is experiencing the highest levels of displaced peoples ever recorded by The United Nations High Commissioner for Refugees (Australian Human Rights Commission, 2016). Consequently, greater numbers of refugees and asylum-seekers are being resettled in host nations in Anglophone and some European nations. An increasing body of literature is examining the consequences for educational systems as this new and increasingly diverse cohort of students enters various education sectors – preschools, schools, universities and adult education. Despite a surge of interest in this area, however, the practical and theoretical implications for school leaders’ practices and praxis remain under-examined and under-theorized. Moreover, scholarship on leadership for diversity fails to capture the complex nature of leading learning for refugee students who too frequently are homogenized and essentialized under the umbrella of immigrant or culturally diverse students. This chapter contributes to filling a critical gap in our knowledge in these areas.

This paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it is pracademics who are well suited and attuned to questioning, challenging, and disrupting the ordinariness of the everyday, to envision new possibilities, and who take responsibility for mobilizing the educational community to undertake meaningful social change within an education system. A case is provided to illustrate wide-awakeness and praxis in practice. A case is provide to illustrate how wide-awakeness and praxis present themselves in practice.

This paper considers the work of pracademics from Galileo Educational Network, located within a research-intensive university, who research and lead design-based professional learning. Drawing upon a design-based approach to guide design-based professional learning and design-based research, I highlight the ways in which wide-awakeness and praxis work themselves out in practice.

Drawing upon the two aspects of wide-awakeness and praxis, creates a liminal space for pracademics to engage with practitioners to undertake stubborn and persistent problems of practice to create important educational improvements. A key to engaging in transformational change through collaborative professionalism is to engage in sustained design-based professional learning led by pracademics.

This thinking piece offers the perspective of one Canadian pracademic who shows how pracademics are uniquely positioned to take on the work of transformation, agency, and social change.

The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges.

The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms.

Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration.

The most obvious limitation to this study is, as a case study, the limited scope of perception.

If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality.

Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change.

This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.

This article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.

This article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.

The authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.

The authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.

Understanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.

This article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

The purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college graduates' education. Computer‐based simulations can provide a strong opportunity for learning‐by‐doing, so it would be important to understand what skill sets should be targeted for these.

A survey was used for the research question: what work‐related skill sets will human resource management (HRM) professionals value in recent college graduates who are starting in entry‐level HRM positions? The respondents were from the Society of Human Resource Management (SHRM).

The respondents targeted specific skill sets that they value, and the data provided can now be applied in creating reality‐based learning opportunities using educational simulations in an online environment.

The potential for future research includes the opportunity to collect data on student use of educational simulations that focus on providing the subject HRM skill sets in this paper.

The implications for pedagogy include the use of educational simulations that target the reinforcement of specific HRM skill sets that have been identified. These can provide college students with a unique opportunity for praxis.

This paper examines the underlying value of reality‐based learning and how the use of educational simulations can add value in praxis. Additionally, it identifies several HRM skill sets for recent college graduates seeking to enter the HRM field. This paper will be of value to university educators, curriculum management professionals, university administrators, and university technology management professionals.

This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance.

The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory?

Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches.

This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

This article seeks to report on a research inquiry that explored the educational praxis of ethical school leaders in Chile. Behaving ethically is an imperative for school leaders. Being an ethical educational leader is something different. It is not only about behaving according to standards, but also rather involves an ethical way of being that engages the leader holistically in their attempt to do the right thing for students.

A multiple case study design was employed to gain insight into the feelings, beliefs and thoughts of ethical school leaders in Chile regarding their educational experiences. To this end, semi‐structured interviews were conducted with eight identified ethical school leaders. The data focused on the commonalities and uniqueness within and across participants.

Six main themes that reflect the experience of being ethical as a school leader in Chile were identified and included: holding personal and professional ethics as inseparable; “consistently” inspiring practice; valuing others; sustaining a humane view of education; being sensitive to the complex local context; and leading as serving.

Ethical leaders in education have been shown to influence educational contexts from a moral imperative that is grounded in a critical and humanistic concern that deeply affirms “others” as a common good. Becoming and being an ethical leader is indeed an experiential journey that integrates the leader's personal and professional way of being. The findings provide key elements of ethical leadership within a Chilean school context that can influence current and future school leaders' practices and professional development.

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working with refugee and Turkish students in Syrian refugee schools in Ankara. Adopting a qualitative methodology, we explore the experiences, challenges and strategies of the educators in these new school types. In order to investigate this this phenomenon, we adopted the post-migration ecology framework proposed by Anderson et al. (2004) and the conceptualization of five dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering the culture and organization of the school) developed by Banks and Banks (1995). The relevant policy, despite its focus on full integration, is still developing and lack clear technical guidelines for specific issues at school level. The data revealed three themes: perceptions towards the refugees, policy into practice in the schools and the consequent challenges, strategies and needs. Although humanistic ideals are manifest in all the participants’ experience with the new phenomena of refugee education, their needs are multifaceted. They are motivated by a pedagogy of compassion, containment and humanistic universal commitment. The principals employ a style of encouraging social justice and moral leadership, whereas the teachers practise the multicultural pedagogy dimensions with trial and error. Incorporation of Syrian educators and their experience and assistance to the Turkish school staff is also discussed.

The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification.

This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically.

The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework.

Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and professional master narratives of dis/ability in order to contribute to efforts that theorize critical emotion praxis. We ask: what is the relationship between dis/ability and narrative inquiry? What are the lived experiences of those living within a variety of intersectional and emotional dis/ability narratives that resist and navigate the cultural-historical, policy, and professional master narratives of dis/ability at the intersections?

We use a Disability Studies in Education (DSE) paradigm to construct a collective autoethnography that challenges socially circulating cultural narratives of disability.

Our individual and collaborative narratives illuminate: (1) how master narratives impact self, (2) the ways that dis/abled women of color elevate human dignity and spiritual practices in ways that subvert and speak-back to master narratives, (3) the emotional impact of Learning Disability labeling, (4) forms of epistemic and personal experiences at various institutions of higher education, and (5) the liberatory practices manifest from co-created narratives with DSE students concerning disability identity within higher education.

This collaboration contributes to efforts that theorize critical emotion praxis with diverse positionalities of DSE scholars, teacher educators, and professionals within educational contexts. The chapter also suggests ways in which construction of collaborative narratives of resistance can point to paths for positive organizational change.

This chapter reflects upon a distinct decolonisation journey taking place in Wales, and how a Welsh government organisation called diversity anti-racist practice and professional learning (DARPL) is contributing to changing the Welsh educational landscape through decolonial praxis. We describe how a research collective of Welsh Initial Teacher Educators worked on decolonising their professional practice, curricula, and their own minds. This research runs parallel to curriculum changes in Wales that are part of a broad suite of Welsh government policies and commitments based on anti-racist thinking and professional learning in education. DARPL, which is funded by the Welsh government and housed within Cardiff Metropolitan University (CMU), is a community of practice working with a wide range of partners and networks across Wales. DARPL operates via a ‘virtual campus’, delivering in-person and online training, delivered by staff with lived and professional experience of racism. It provides a national model of professional learning for those working across all tiers of education to develop an understanding of anti-racist practice and leadership.

The purpose of this paper is to describe a review of the most frequently cited English articles of five models of collaborative professional development for mathematics teachers, aiming to describe the character of the development addressed and its quality issues.

The most frequently cited articles were chosen for their impact on the scientific discourse; they identify what aspects of the models are most focused and of interest. The research questions were: how is professional development described in the articles?, and what improvements are the models trying to increase or what problem are the models trying to solve? The review of these articles was also analyzed in relation to four quality indicators for praxis improvement (Holmqvist Olander, 2015): (A) ecological validation for predictive power, (B) generalization in theory, (C) cross-setting interventions, and (D) continuing professional development.

The result shows differences in focus. Educational action research focuses on solving the participants’ problem in the school environment while learning study tests different instructional designs to find the most powerful relationship between instruction and student learning. Lesson study and teacher research groups are collaborative professional development models integrated into the teachers’ ordinary work to develop everyday teaching and learning, and educational design research is mainly designed by researchers studying areas of interests, which can be shared by teachers.

The articles used for the analysis are a selection, and not a total sample of everything published about the models. This can be both a limitation and strength. A very small sample of typical studies is used for the analysis, even though the models are used in several other situations and contexts as well, which can be seen as a limitation. However, as the selection of articles have the strongest impact on the research of each model, as they are the most cited articles and affect the way they are used. The contexts differ and this can be seen as a limitation as the models might be more efficient in some cultural settings than other.

Based on the articles’ findings, these five models can all be recommended to develop students’ mathematical knowledge as well as teachers’ pedagogical content knowledge. The results of this review can be used to guide what model to use depending on the need for professional development.

Organisation for Economic Co-operation and Development (2015) and Hattie (2013) state that effective professional development is positioned as close to practice as possible, and that research questions should be raised and outcomes tested in teachers’ workplaces as a form of collaborative professional development. There is a contradiction between such claims and how we traditionally value research. Collaboration with teachers in research projects can, as well as aiming to have an impact on practice, sometimes be considered to be less scientific than a more objective standpoint that follows traditional indicators of scientific quality. This review shows how professional development can inform practice-based research and contribute with new knowledge of how to develop teaching and learning in the classroom.

The overview is different from an ordinary research review, as the focus is on the most cited articles. This is made to capture the main shape of how the models are presented in an international research context as the articles have an impact of how the models are understood and shared between contexts in different countries.

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice. I utilize an auto-ethnography (L. Anderson (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395; C. Ellis & A. P. Bochner (2000). Auto-ethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage; L. Richardson (2000). Writing. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). London: Sage) to detail my lived experiences as a scholar who has encountered the outsider-within status in academe (Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.). I detail my dual role as a social agent and as an African-American female scholar and the complexities of teaching social justice while promoting the need for activism of social justice and equity in our U.S. schools. Therefore, this study amplifies silenced voices regarding challenges for African-American female scholars engaged in transformative pedagogy in academe. I will utilize a Critical Race Theory lens to examine the racialized experiences that persist for African-American faculty seeking to advance transformational perspectives in academe, and thus through teaching, helping students to realize inequities in K-12 classroom settings (Grant, C. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.).

The purpose of this paper is to discuss the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement.

The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the “critical‐transformative” strand. The article draws on recent theorizations by Kemmis et al. of practice architectures and ecologies of practice to propose an understanding of the STEP project as a practice “niche”.

In thinking through some implications of student engagement as a practice architecture, the article sheds analytical light on student engagement as a specific and complex form of contemporary education practice. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the STEP project. Working with concepts from Barad, the article develops a conceptualization of the STEP project as an intra‐active, entangled situated and particularistic practice of phronesis‐praxis.

This article aims to contribute to the development of theoretical and empirical understandings of the field of student engagement. It does so by providing insights into a recent empirical study; by developing some new theorisations of student engagement; and by a detailed exploration of specific instances of student engagement practice.

This research seeks to explore the inevitable internal struggle experienced by school leaders when making ethically‐informed judgments. The study acquired principals' intimate reflections about professional decision making in response to personal versus organizational and/or professional value discrepancy as identified in the ethic of the profession and its model for promoting students' best interests.

A modified phenomenological research method, appropriate for an educational research context, was used to capture administrators' perspectives about moral practice and decision‐making experiences. The primary data collection strategy was participant interviews by means of purposeful sampling.

A clash between personal beliefs and values and organizational/professional expectations was very real for participants. The experience was generally frequent, but varied among principals. The struggle can be characterized as a phenomenon of intrapersonal moral discord experienced as part of the process of deciding ethically when faced with difficult moral choices.

The study contributes to the understanding of moral conflict in school leadership as an intrapersonal moral phenomenon, and how the conflict is resolved in practice, while providing insights into a more recently defined and theorized professional ethic for educational leadership. The study offers empirically derived knowledge for theory building and offers conceptual clarification of the moral leadership construct.

Moral judgment was complicated and contextually defined for participants. Administrators reported various ways of dealing with the nuances of personal and organizational value incongruity in order to engage in ethical decision making, including relying on, in some instances, a fundamental professional injunction.