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...

Full description

Saved in:
Bibliographic Details
Published inEuropean Journal of Educational Management Vol. 6; no. 3; pp. 167 - 177
Main Authors Akkaya, Arzu, Tabancali, Erkan
Format Journal Article
LanguageEnglish
Published Eurasian Society of Educational Research 2023
Subjects
Foreign Countries
Inclusion
Leadership Styles
Principals
Secondary School Teachers
Secondary Schools
Social Justice
Teacher Attitudes
Turkey
Online AccessGet full text

Cover

More Information
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.