Integrating Instructional Leadership With Social Justice Leadership: Insights From Israel's Principals

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Haim Shaked
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引用次数: 0

Abstract

Purpose: This study explores how school principals can effectively integrate instructional leadership with social justice leadership, recognizing their dual roles in promoting academic excellence and fostering a socially just school environment. Research Methods: Participants in this qualitative study were 32 principals from elementary schools in Israel. Data collection involved one-on-one interviews and focus groups. Data analysis followed a comprehensive four-stage process, including sorting, coding, categorizing, and theorizing. Findings: The study identified four interrelated perspectives on the relationship between instructional leadership and social justice leadership: (1) instructional leadership and social justice leadership have divergent foci; (2) instructional leadership inherently contributes to social justice; (3) social justice leadership defines the teaching approach required by instructional leadership; and (4) social justice leadership shapes the purpose of instructional leadership. Implications: This study suggests that to encompass the entire range of integration between instructional leadership and social justice leadership, principals must consider two aspects: the influence of social justice leadership on instructional leadership goals and its impact on instructional leadership practices.
将教学领导与社会正义领导相结合:以色列校长的见解
研究目的:本研究探讨了校长如何有效地将教学领导力与社会公正领导力结合起来,认识到他们在促进学业卓越和营造社会公正的学校环境中的双重角色。研究方法:这项定性研究的参与者是来自以色列小学的 32 名校长。数据收集包括一对一访谈和焦点小组。数据分析分为四个阶段,包括分类、编码、归类和理论化。研究结果:研究确定了教学领导力与社会公正领导力之间关系的四个相互关联的观点:(1)教学领导力与社会公正领导力的侧重点不同;(2)教学领导力本质上有助于社会公正;(3)社会公正领导力定义了教学领导力所需的教学方法;(4)社会公正领导力塑造了教学领导力的目的。影响:本研究表明,要全面整合教学领导力和社会公正领导力,校长必须考虑两个方面:社会公正领导力对教学领导力目标的影响,以及社会公正领导力对教学领导力实践的影响。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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