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Research Article

Social Justice Leadership in the Refugees’ Education: Insights of Teachers in Turkish Secondary Schools

Arzu Akkaya , Erkan Tabancalı

The current case study examines secondary school principals’ social justice leadership (SJL) based on teachers’ perceptions. In the study,.

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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.

Keywords: Inclusive education, social justice leadership, Turkish context

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