Social Justice Leadership in Education: A Suggested Questionnaire

Yıl 2018, Cilt: 3 Sayı: 1, 53 - 86, 27.07.2018

Yuanyuan Zhang J. Tim Goddard Brittany A. E. Jakubiec

https://doi.org/10.30828/real/2018.1.3

Cited By: 13

Öz

This
paper reports on the development of the revised Social Justice Questionnaire
(SJQ2), an instrument which permits the quantitative examination of socially
just school leadership. The SJQ2 is based on data drawn from an exploratory
province-wide study to determine to what extent, and how, school principals on
Prince Edward Island understand and enact principles of social justice in their
work. Although this was a ‘stand-alone’ project, the research also provides a
Canadian contribution to the International School Leadership
Development Network (ISLDN). Project design and implementation, including data
collection and analysis, took place in 2015–2017.

The
researchers utilized a mixed methods approach to glean both qualitative and
quantitative data for analysis. The research findings indicated that there is a
statistically significant correlation between socially just school leadership
and the community context. This research supports and enhances current
qualitative studies by adding a statistical perspective to show that effective
social justice leadership cannot be segregated from the political, economic,
and cultural context of the community. Principals in high–need communities
develop more context-responsive leadership in the effort of creating a
democratic and inclusive educational environment.  

Anahtar Kelimeler

social justice questionnaire, leadership

Kaynakça

• Angelle, P. S., Arlestig, H., & Norberg, K. (2016). Identifying social justice leaders: Contextual differences in US and Swedish principals. International Studies in Educational Administration, 43(2), 19–35.
• Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural of educational leadership for social justice in Israel and Turkey: Meanings, actions and contexts. Compare: A Journal of Comparative and International Education, 47(2), 192–206.
• Arar, K. H., & Oplatka, I. (2016). Making sense of social justice in education: Jewish and Arableaders’ perspectives in Israel. Management in Education, 30(2), 66–73.
• Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urbanschools. School Community Journal, 19(1), 9–32.
• Berkovich, I. (2014). A socio-logical framework of social justice leadership in education. Journalof Educational Administration, 52(3), 282–309.
• Bogotch, I. E. (2000). Educational leadership and social justice: Theory into Practice. Journal ofSchool Leadership, 12(2), 138–156.
• Boske, C. & Diem, S. (2012). The future of educational leadership preparation: Creating the capacity for caring, equity, and leading for social. In C. Boske, & S. Diem (Eds.), Global leadership for social justice: Taking it from the field to practice (pp. 217–231). UK: Emerald Group Publishing Limited.
• Brown, K. M. (2004). Assessing preservice leaders’ beliefs, attitudes, and values regarding issues of diversity, social justice, and equity: A review of existing measures. Equity & Excellence in Education, 37(4), 332–342. Brown, K. M. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 700–745.
• Capper, C., Theoharis, G., & Sebastian, J. (2006). Toward a framework for preparing leaders forsocial justice. Journal of Educational Administration, 44(3), 209–224.
• Capper, C. A., & Young, M. D. (2014). Ironies and limitations of educational leadership for social justice: A call to social justice educators. Theory into Practice, 53(2), 158–164.
• Chenoweth, K. & Theokas, C. (2013). How high-poverty schools are getting it done.Educational Leadership, 70(7), 56–59.
• Chomeya, R. (2010). Quality of psychology test between Likert scale 5 and 6 points. Journal of Social Sciences, 6(3), 399–403.
• Creswell, J. W. (2014). Research design: Quantitative, qualitative and mixed method approaches. Thousand Oaks, CA: Sage.
• Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social & behavioral research (pp. 209–240). Thousand Oaks, CA: Sage
• Crow, G. M., & Scribner, S. P. (2014). Professional identities of urban school principals. In R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 287–304). New York, NY: Routledge.
• Dantley, M., & Tillman, L. (2006). Social justice and moral transformative leadership. In C. Marshall & M. Olivia (Eds.), Leadership for social justice: Making revolutions happen (pp. 16–29). Boston, MA: Pearson.
• Dantley, M. E., & Tillman, L. C. (2010). Social justice and moral transformativeleadership. In C. Marshall & M. Oliva (Eds.), Leadership for social justice (2nded., pp. 19–34). Boston, MA: Allyn & Bacon.
• DeMatthews, D. E., & Mawhinney, H. B. (2014). Social justice and inclusion: Exploring challenges in an urban district struggling to address inequities. Educational Administration Quarterly, 50(5), 844–881.
• DeMatthews, D. (2015). Making sense of social justice leadership: A case study of a principal’s experiences created a more inclusive school. Leadership and Policy in Schools, 14(2), 139–166.
• DeMatthews, D. E., Edwards, D. B., & Rincones, R. (2016). Social justice leadership and family engagement: A successful case from Ciudad Juárez, Mexico. Educational Administration Quarterly, 52(5), 754–792.
• Diem, S., & Boske, C. (2012) Introduction – Advancing leadership for social justice in a global world. In Boske, C. and Diem, S. (Eds.) Global Leadership for Social Justice: Taking It from the Field to Practice. UK, London: Emerald Publishing.
• Evans, A. E. (2007). School leaders and their sensemaking about race and demographic change.Educational Administration Quarterly, 43(2), 159–188.
• Fullan, M. (1993). Change forces. London, UK: Falmer.
• Furman, G. (Ed.). (2012). School as community: From promise to practice. NY, Albany: State University of New York Press.
• Gautam, C., Alford, B. J., & Khanal, M. (2015). Sustaining school improvement through an external and internal focus: A case study of a high need secondary school in Nepal. International Journal of Teacher Leadership, 6(1), 1–17.
• George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn & Bacon.
• Goldfarb, K. P., & Grinberg, J. (2002). Leadership for social justice: Authentic participation in the case of a community center in Caracas, Venezuela. Journal of School Leadership, 12(2), 157–173.
• Goldring, E., & Greenfield, W. (2002). Understanding the evolving concept of leadership in education: Roles, expectations, and dilemmas. Yearbook of the National Society for the Study of Education, 101(1), 1–19.
• Gurr, D. (2014). Successful school leadership across contexts and cultures. Leading & Managing, 20(2), 75–88.
• Gurr, D., Drysdale, L., Clarke, S., & Wildy, H. (2014). High-need schools in Australia: Theleadership of two principals. Management in Education, 28(3), 86-90.
• Hickey, W. D., Gill, P. B., & Brown, L. (2011). Scholar-practitioner inquiry as international action research: Surveying leadership perceptions of principals in the Toledo district of Belize. Scholar-Practitioner Quarterly, 5(1), 69–81.
• Higginbottom, K., & Friesen, C. (2013). Social justice in schools: A case of conflicting values. Canadian Journal of Educational Administration and Policy, 142, 120–133.
• Ingle, K., Rutledge, S., & Bishop, J. (2011). Context matters: principals’ sensemakingof teacher hiring and on-the-job performance. Journal of Educational Administration, 49(5), 579–610.
• Jayavant, S. (2016). Mapping the complexities of effective social justice praxis in urbanAuckland primary schools. Education Sciences, 6(11), 1–25.
• Jean-Marie, G., Normore, A., & Brooks, J. S. (2009). Leadership for social justice: Preparing 21st century school leaders for a new social order. Journal of Research on Leadership Education, 4(1), 1–31.
• Kemp-Graham, K. Y. (2015). Missed opportunities: Preparing aspiring school leaders for bold social justice school leadership needed for 21st century schools. International Journal of Educational Leadership Preparation, 10(1), 99–129.
• Leung, S. O. (2011). A comparison of Psychometric Properties and Normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37(4), p. 412–421.
• López, G. R., González, M. L., & Fierro, E. (2010). Educational leadership along the U.S.-México border: Crossing borders/embracing hybridity/building bridges. In C. Marshall & M. Oliva (Eds.), Leadership for social justice (2nd ed., pp. 100–119). Boston, MA: Allyn & Bacon.
• Lumby, J., & Heystek, J. (2011). Leadership identity in ethnically diverse schools in South Africa and England. Educational Management Administration & Leadership, 40(1), 4–20.
• Marshall, C., & Oliva, M. (2006). Building the capacities of social justice leaders. In C.Marshall, & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (pp. 1–18). Boston, MA: Person.
• Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). ThousandOaks, CA: Sage.
• Medina, V., Martinez, G., Murakami, E. T., Rodriguez, M., & Hernandez, F. (2014). Principals’perceptions from within: Leadership in high-need schools in the USA. Management in Education, 28(3), 91–96.
• Mulcahy, C. M., Mulcahy, D. E., & Mulcahy, D. G. (2015). Pedagogy, praxis and purpose in education. New York, NY: Routledge.
• Norberg, K., Arlestig, H., & Angelle, P. (2014). Global conversations about social justice: TheSwedish-U.S. example. Management in Education, 28(3), 101–105.
• Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can bedone? Assessment & Evaluation in Higher Education, 33(3), 301–314.
• O’Malley M. P. & Capper, C. A. (2015). A measure of the quality of educational leadership programs for social justice: Integrating LGBTIQ identities into principal preparation. Educational Administration Quarterly, 51(2), 290–330.
• Pettus, A., & Allain, V. A. (1999). Using a questionnaire to assess prospective teachers’ attitudes toward multicultural education issues. Education, 119(4), 651–657.
• Pohan, C. A., & Aguilar, T. E. (2001). Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal, 38(1), 159–182.
• Reed, L. C., & Swaminathan, R. (2016). An urban school leader’s approach to school improvement: Toward contextually responsive leadership. Urban Education, 51(9), 1096–1125.
• Richardson, J. W., & Sauers, N. J. (2014). Social justice in India: Perspectives from school leaders in diverse contexts. Management in Education, 28(3), 106–109.
• Rivera-McCutchen, R. L. (2014). The moral imperative of social justice leadership: A critical component of effective practice. Urban Review: Issues and Ideas in Public Education, 46(4), 747–763.
• Ryan, J. (2016). Strategic activism, educational leadership and social justice. International Journal of Leadership in Education, 19(1), 1–14.
• Santamaria, L. J., & Jean-Marie, G. (2014). Cross–cultural dimensions of applied, critical, and transformational leadership: Women principals advancing social justice and educational equity. Cambridge Journal of Education, 44(3), 333–360.
• Sharvashidze, N. & Bryant, M. (2014). A high need Azeri school: A Georgianperspective. Management in Education, 28(3), 97–100.
• Slater, C., Potter, I., Torres, N., & Briceno, F. (2014). Understanding social justice leadership: An international exploration of perspectives of two school leaders in Costa Rica and England. Management in Education, 28(3), 110–115.
• Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence.Educational Administration Quarterly, 40(1), 109–132.
• Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In M. Zanna (Ed.), Advances in experimental social psychology (vol. 23, pp. 379–440). New York, NY: Academic Press.Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 253–55.
• Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258.
• Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3–25.
• Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York, NY: Teachers College Press.
• Tooms, A. K., & Boske, C. (2010). Introduction: Social justice and doing “being ordinary.” In A.K. Tooms, & C. Boske (Eds.), Bridge leadership: connecting educational leadership and social justice to improve schools (pp. xvii–xxviii). Charlotte, NC: Information Age Publishing, Inc.
• White-Smith, K. A., & White, M. A. (2009). High school reform implementation principals’perceptions on their leadership role. Urban Education, 44(3), 259–279.