Review of international research on school leadership for social justice, equity and diversity

Gümüş, Sedat; Arar, Khalid; Oplatka, Izhar

doi:10.1080/00220620.2020.1862767

Cited by 49 publications

(31 citation statements)

References 56 publications

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“…Based on a literature review, it can be alleged that social justice and social justice leadership, which seemed to be ignored both in theory and application, has been emphasized in the field of educational administration since the 21 st century (Berkovich, 2014;Furman, 2012;Gümüş, Arar & Oplatka, 2021;Wang, 2016;Torrance, Forde, King, & Razzaq, 2021). In cases where social justice leadership practices are exhibited at schools, which are the scenes of educational practices, there are several results in the relevant literature that teachers' organizational adaptation attitudes will develop (Theoharis, 2007), positive attitudes towards school will emerge, school engagement will increase, and teachers' academic optimism will improve (Özdemir & Pektaş, 2017).…”

Section: Organizational Citizenship Behaviourmentioning

confidence: 99%

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

BOZKURT

2022

Participatory Educational Research

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The present study examined the effect of school administrators' social justice leadership behaviours on teachers' organizational citizenship behaviours based on teachers' perceptions. The predictive correlational research design, one of the correlational research methods, was used in the study. It was carried out with the participation of 1025 teachers working at public secondary schools in Gaziantep city centre. Research data were collected using the Social Justice Leadership Scale and the Organizational Citizenship Behaviour Scale. SPSS 22.0 and AMOS 21 software packages were used to analyze the data.The obtained data were analysed through descriptive statistics (mean, standard deviation, and others.), Pearson's correlation, and structural equation modeling. It was determined that social justice leadership and organizational citizenship behaviours were exhibited at higher levels by school administrators and teachers consecutively. There was a moderate, positive, and significant relationship between organizational citizenship behaviours and social justice leadership and its sub-dimensions of critical awareness, stakeholder support, participation, and distributive justice. Structural equation modeling yielded that social justice leadership behaviours positively predicted the organizational citizenship behaviours of teachers and social justice leadership explained 37% of the variance in organizational citizenship behaviours. It can be claimed that teacher performance would increase upon adopting and enhancing social justicebased practices in school settings.

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Section: Organizational Citizenship Behaviourmentioning

confidence: 99%

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

BOZKURT

2022

Participatory Educational Research

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“…Although some principals in our sample explicitly articulated their stance and expectations from partnering with private tutoring providers (though not always formally in writing), many of them did not consider private tutoring to be an important topic worth any additional effort from their side. However, as school leaders are considered key players in the process of promoting equal educational opportunities in education (Gümüş et al, 2021) and should act in the best interest of all students (Stefkovich & Begley, 2007), it is alarming that some principals in the sample adopted a laissez-faire approach despite their demonstrated awareness of its potential backwash on school instruction or equity in education.…”

Section: Schools and Teachers Working Together With Private Tutorsmentioning

confidence: 99%

School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals

Šťastný

Chvál

Walterová

2021

Leadership and Policy in Schools

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The paper describes various forms and modes of partnerships and cooperation between mainstream schools and private tutoring providers, and their risks and benefits as perceived by Czech school leaders. Its main findings are drawn from interviews with management representatives of 43 lowersecondary schools. Schools displayed tutors' advertisements, recommended private tutors to students, cooperated with tutors or offered school premises for private tutoring. Some forms and modes of collaboration could be mutually beneficial, whilst others were at the edge of ethical practices. Most principals carefully weighed perceived benefits and risks of such partnerships, but others practiced a laissez-faire school policy.

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“…When the pursuit of academic excellence trumps equity as the primary driver of education at the system level, it creates a disadvantage cycle which sees the development of societal status hierarchies and unjust participation in social life for particular social groups (Arar & Oplatka, 2016;Gümüş et al, 2021;Jean-Marie et al, 2009).…”

Section: Education For Social Justice At the Systems Levelmentioning

confidence: 99%

“…Given the importance education has in enabling participatory parity and aiding the development of a more socially just society (Forde & Torrance, 2017;Gümüş et al, 2021;Papa, 2020;Shaked, 2019), it is important that the system is effective and fosters cohesion between schools, departments and governments (Miller et al, 2019). In the current time of COVID-19, when educational disadvantages are exacerbated (Gümüş et al, 2021;Sonnemann & Goss, 2020), it is timely to evaluate educational leadership at the system level in terms of its ability to positively affect social justice issues.…”

Section: Education For Social Justice At the Systems Levelmentioning

confidence: 99%

System leadership in Australian and Swedish education: What’s social justice got to do with it?

Fittock¹,

Cunningham

Striepe

2021

ACCESS: Contemporary Issues in Education

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Since the start of the 21st century, education in Australia and Sweden have seen system level reform efforts change and shape both nations’ schools. In an endeavour to improve the educational outcomes of students, both countries have enacted neoliberal policies that aimed to decentralise education and provide increased autonomy for school leaders. The real-world consequences of these policies have restricted school leader autonomy and academic performance has declined while the gap between advantaged and disadvantaged students has continually grown. When excellence trumps equity as the primary driver of education at the system level, it creates a disadvantage cycle which sees the development of societal status hierarchies and unjust participatory parity for particular social groups. In the current time of COVID-19, when these disadvantages are exacerbated, it is timely to evaluate educational leadership at the system level in terms of its ability to positively affect social justice issues. Social justice leadership at a system level holds the potential to unite schools in competition and empower them to help overcome the unjust reality faced by disadvantaged students. So, the focus of this piece is to provide commentary on whether system leadership can enhance education’s potential in realising a more socially just society.

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Review of international research on school leadership for social justice, equity and diversity

Cited by 49 publications

References 56 publications

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

The Relationship between Social Justice Leadership and Organizational Citizenship Behaviours

School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals

System leadership in Australian and Swedish education: What’s social justice got to do with it?

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