Social Justice Leadership in the Refugees' Education: Insights of Teachers in Turkish Secondary Schools
The current case study examines secondary school principals' social justice leadership (SJL) based on teachers' perceptions. In the study, a qualitative research approach with a phenomenological design was used to explore the teachers' perceptions regarding their principals' SJL...
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Published in | European Journal of Educational Management Vol. 6; no. 3; pp. 167 - 177 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Eurasian Society of Educational Research
2023
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Subjects | |
Online Access | Get full text |
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Summary: | The current case study examines secondary school principals' social justice leadership (SJL) based on teachers' perceptions. In the study, a qualitative research approach with a phenomenological design was used to explore the teachers' perceptions regarding their principals' SJL at Turkish secondary schools. The data were reached through semi-structured interviews. 11 participant teachers were determined as participants of the study with the maximum sampling method. The collected data were analyzed with content analysis, and three themes were reached: limited social justice, inclusive perspectives, and holistic leaders. Based on the results, teachers think that principals have a limited SJL and inclusion enactment. The participant teachers think that SJL should have a holistic perspective, including parents and teachers while ensuring social justice at school. |
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