{"title":"Promoting equity and equality in student learning: principals as social justice leaders in Kuwaiti schools","authors":"Munirah Alajmi","doi":"10.1108/ijem-12-2023-0651","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This qualitative study aimed to explore school principals' perceptions of social justice in a centralized school setting in Kuwait, as well as the challenges they face when promoting equity and equality for students' learning in schools.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>Data were collected through in-depth interviews with 18 public school principals from Kuwait's six educational districts.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results revealed that principals' experiences and unique perspectives shape their definitions of social justice within their schools. Some school principals see social justice as ensuring fairness and equal opportunities for every student regardless of their backgrounds. Others focus on creating an inclusive and supportive environment. The results also showed that limited resources, institutional barriers, limited autonomy, lack of training, and some ministerial laws are among the challenges that school principals face in promoting equity and equality.</p><!--/ Abstract__block -->\n<h3>Research limitations/implications</h3>\n<p>The findings are informative to policymakers and other educational stakeholders. Practical suggestions are provided to improve school principals' social justice leadership practices.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This study adds to the empirical knowledge of school principals' role in promoting equity and equality for student learning in a centralized school setting and attempts to reduce the social justice leadership gap in schools.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijem-12-2023-0651","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
This qualitative study aimed to explore school principals' perceptions of social justice in a centralized school setting in Kuwait, as well as the challenges they face when promoting equity and equality for students' learning in schools.
Design/methodology/approach
Data were collected through in-depth interviews with 18 public school principals from Kuwait's six educational districts.
Findings
The results revealed that principals' experiences and unique perspectives shape their definitions of social justice within their schools. Some school principals see social justice as ensuring fairness and equal opportunities for every student regardless of their backgrounds. Others focus on creating an inclusive and supportive environment. The results also showed that limited resources, institutional barriers, limited autonomy, lack of training, and some ministerial laws are among the challenges that school principals face in promoting equity and equality.
Research limitations/implications
The findings are informative to policymakers and other educational stakeholders. Practical suggestions are provided to improve school principals' social justice leadership practices.
Originality/value
This study adds to the empirical knowledge of school principals' role in promoting equity and equality for student learning in a centralized school setting and attempts to reduce the social justice leadership gap in schools.
期刊介绍:
The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.