The Relationship between Social Justice Leadership and Sense of School Belonging

Abstract

This research aims to examine the correlation between students' sense of school belonging and social justice leadership behaviours of school principals. This research is conducted in correlational screening model. Research data are collected by "Students' Sense of School Belonging Scale" and "Social Justice Leadership Scale". Data social obtained from scales, which were applied on 510 high school students, are analyzed in the research. In the research, it is determined that students' sense of school belonging is at moderate level and that school principals exhibit social leadership behaviours in moderate level. No significant difference is determined in students' sense of school belonging in terms of the gender of students, socio-economical level of school and grade level of students. While any significant difference was not found in terms of socio-economical status of the school in terms of the way that students' perceive the social justice leadership behaviours of school principals, a significant difference was determined in terms of the gender of students and grade levels. A positive significant correlation of moderate level was found between the way students' perceive the social justice leadership behaviours of school principals and students' sense of school belonging. It was determined that the way that students' perceive the social justice leadership behaviours of school principals predict their sense of school belonging and that it clarifies 17% of the variance related with their sense of school belonging.

The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School

“…For instance, Theoharis and O’Toole (2011) posit that leadership that emphasizes inclusion for English language learners can be generative of a pathway to belonging for those students. Evidence suggests that students who believe that administrators are acting as social justice leaders feel a stronger sense of belonging in school (Canli, 2020). Wang (2018) cites Noddings in arguing that social justice leaders foster “a strong sense of belonging, of collective concern for each individual, of individual responsibility for the collective good, and of appreciation for the rituals and celebrations of the group” (1996, pp.…”

Social Justice Leadership Capabilities for Pre-Service Teachers in Contemporary Times: An Education Policy Perspective

“…Whilst integrated knowledge requires people to have the capability to leverage and build on individual know-how and experience (McIver et al, 2019), applied knowledge can be associated with the capability of applying intelligence and skills to understand and perform in an advanced manner (Davis, 2020). In this regard, HEIs should deliberately provide pre-service teachers with the know-how of how to be architects of social justice (Canli, 2020). Such know-how has reference to the motivation and training of pre-service teachers on how to question existing policies, expectations, and cultures so that they will be able to identify oppressive and unfair practices and replace such practices with ones that are suitable and fair (DeMatthews, 2015).…”