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This study will examine the school principals’ ethical decision-making processes and to explore gender-related differences.

This study employed a mixed-method research design, combining qualitative and quantitative approaches. Data were collected through semi-structured in-depth interviews with a sample of 10 male and 10 female principals, who were presented with ethical dilemma scenarios. The qualitative component utilized a phenomenological analysis, while additional quantitative analyses were performed on the same dataset to explore gender-related differences.

Our analysis of principals' ethical evaluations identified three key areas where gender-related differences were evident: decision-making approaches, leadership styles, and philosophy/value orientations. The analysis revealed that women more frequently employed personal approaches, while men favored institutional approaches in their ethical evaluations. Secondly, men tended to adopt a democratic style, while women leaned towards an autocratic style. Finally, men exhibited a relativist orientation, while women displayed an idealist orientation in their ethical decision-making processes.

Gender-based analysis of school principals’ ethical decision-making process has remained an under-researched area. This study contributes to the understanding of gender-related differences in principals’ ethical decision-making processes.

The purpose of this paper is to investigate the development and implementation process of the balanced scorecard (BSC) approach in an educational institution in the context of the Turkish educational system. It also aims, on the basis of the results of the applications in a particular school, to define principles through which the development of BSC could be successfully achieved.

The study adopts a design-based research method which provides a particularly useful approach to the solution of real problems in the field of education. The study was carried out in a private educational institution with 161 members of staff including managers, teachers and personnel of the support units. Scorecards for the institution as well as 161 members of staff were developed.

The examination of the developmental process suggests 12 design principles: willingness to change; managerial support; flexible management structure; appropriate team members; training of staff; availability of strategic planning; distinctive BSC dimensions; smart strategic objectives; balance between leading and lagging indicators; developing individual scorecards; open communication system; structured report format.

This is the first study that develops BSC for a school in a Turkish context. The design principles, the author believes, are particularly useful for schools that do not have a strategic performance management background. This study is also important in terms of putting forward the applicability of BSC in educational organizations in different cultures and thus gaining new insights about the developmental process of BSC.