0.1 Klinger, a., & Wronkovich, m. (april 2011). replicating  (Page 8/9)

Pre-service and experienced administrators alike voiced frustration with the forced nature of the initial choice in the case, commenting that they would not have allowed the scheduling of the controversial assembly that was the catalyst for the remainder of the simulation:

“I would have preferred to make the initial decision for or against the assembly rather than have to work from someone’s poor and ill-informed decision.”

“I would not have had the assembly in the first place. I wish that would have been an option.”

“My problem with the simulation is that I would have never okayed an offensive group in the first place, so it would have never gone public….I would have researched the group and then said ‘No’….. I would have also let my superintendent know what is going on immediately, which was not an option for me.”

Experienced administrators tended to voice this concern less frequently, perhaps indicating their understanding of the sometimes arbitrary nature of situations thrust upon school leaders without their consent.

Some contrasts between the two study groups arose when examining the decisions made within the context of the simulation. Graduate students reflected much more on the nature of their decisions as they progressed through the simulation. This group felt that the decisions were difficult, often stressful to make:

“They were very difficult decisions. They made me do some thinking about what I thought would be best for the majority. I’m not sure my decisions were good ones in the end, as the superintendent reprimanded me! But I thought my decisions were best for the students.”

“Very realistic! Tough, no win decisions.”

“I was a little overwhelmed. Every time I made a decision that I thought was going to be in the best interest of the students, another problem would arise. I felt that each decision got progressively more difficult to make… I was not completely thrilled with the eventual outcome, but making difficult decisions is administration.”

“Many times you want more information or more choices, but in real life you are sometimes put in the same position of having too few choices.”

The lack of comment on stress, unease, and uncertainty by the practicing administrators group indicates their familiarity with the conditions of leadership, but also speaks to the strength of the simulation in creating this important factor in decision making.

The graduate student group also frequently commented on their satisfaction with the decisions made in the simulation:

“I felt very confident in my decision. It was good to see how I could react in a situation like that when I become an administrator.”

“I was comfortable with the resulting decisions because throughout the simulation I was backed by board policy. My final outcome would not win me any awards, but it would show that I stand by policy and maintain my position even in difficult decisions such as these.”

“I made each decision with the good of the majority in mind, knowing that it was impossible to please everyone. I feel good about my decisions…”