Teachers’ handling of ethical dilemmas in Rubaga Division (Uganda): complexities and education management implication

Motivated by the desire to explain increased misconduct among teachers in Uganda, the study sought to explore the different ethical dilemmas faced by secondary school teachers in Rubaga Division (Kampala - Uganda). More specifically, the study sought to find out the kind of ethical dilemmas faced by the teachers; to assess teachers’ use of available legal frameworks to address the dilemmas; and, finally, to find out how teachers navigate through the dilemmas. The study used a descriptive case study design, and employed both a self-administered questionnaire and an interview guide as instruments. Thematic analysis and descriptive statistics were used for data analysis. Findings revealed that teachers indeed encounter a multitude of ethical dilemmas. However, available legal frameworks are rarely used to solve the dilemmas or, if used, they are found to be quite irrelevant. Lastly, it was discovered that teachers apply a variety of both professional and odd strategies to navigate through the dilemmas. The study concluded that teaching being dynamic, teachers cannot operate without encountering ethical dilemmas: forewarned is fore guarded. Secondly, though necessary, external legislation (laws and policies) can only constitute the necessary but not the sufficient condition for smoothly navigating through ethical complexities. Lastly, ethical dilemmas ultimately call for more strongly formed and informed consciences (internal legislation) rooted on a strong moral compass such as virtue ethics. Educational administration and management implications are also discussed.