The Role of Social Justice Leadership in Enhancing Equitable Disciplinary Practices among School Administrators in a Selected Public School in Taguig City, Metro Manila

Susan De los Santos

doi:10.18535/sshj.v8i06.1154

Abstract

This study investigates the relationship between social justice leadership practices and equitable disciplinary practices among school administrators. Using a comprehensive questionnaire, data were collected from a diverse group of respondents regarding their perceptions of various leadership and disciplinary practices. The analysis reveals positive correlations between social justice leadership and equitable disciplinary practices, highlighting the crucial role of leadership in fostering fairness and equity within educational settings. Findings suggest that while administrators are generally effective in promoting values aligned with social justice principles, there are areas for improvement, particularly in fostering a positive work environment and ensuring equitable access to resources. The study underscores the importance of ongoing professional development and training to enhance leadership practices and create a more inclusive and equitable learning environment for all students. These findings contribute to the ongoing dialogue on promoting social justice and equity in education and provide valuable insights for school administrators seeking to improve their leadership practices.

References

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Angelle, P. S., & Torrance, D. (Eds.). (Publisher: Palgrave Macmillan). Cultures of Social Justice Leadership: An Intercultural Context of Schools. Intercultural Studies in Education (ISE) book series.Google Scholar ↗
Arar, K., Ogden, S., Beycioglu, K., & Oplatka, I. (2017). Social Justice Leadership, Perceptions and Praxis: A Cross-Cultural Comparison of Palestinian, Haitian and Turkish Principals. In Cultures of Social Justice Leadership: An Intercultural Context of Schools (pp. 41-56). Palgrave Macmillan.Google Scholar ↗
Barclay, C. M. (2017). Benchmarks of Equality? School-Wide Positive Behavior Interventions and Supports and School Discipline Risk and Disparities for Black and Hispanic Students.Google Scholar ↗
Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 367-388. doi: 10.1108/jea-12-2012-0131DOI ↗Google Scholar ↗
Boske, C., Osanloo, A. F., & Newcomb, W. S. (2017). Exploring Empathy to Promote Social Justice Leadership in Schools. The Journal of School Leadership*, 27(3), 247-267.Google Scholar ↗
Bottiani, J. H., Bradshaw, C. P., Mendelson, T., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109*(3), 381-397. doi: 10.1037/edu0000155DOI ↗Google Scholar ↗
Bertrand, M., & Rodela, K. C. (2018). A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation. Journal of Research on Leadership Education, 13(3), 238-256.Google Scholar ↗
Banks, J. A. (2019). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (9th ed., pp. 3-30). John Wiley & Sons.Google Scholar ↗
Barclay, C. M., Castillo, J. M., & Kincaid, D. (2021). Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap.Google Scholar ↗
Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to close the achievement gap. _Journal of Educational Administration, 53_(5), 608-634.Google Scholar ↗
Caruso, D. (2000). Systemic and discriminatory disciplinary practices and a teacher's struggle for a more socially just and equitable education system. Retrieved from: https://tspace.library.utoronto.ca/bitstream/1807/14993/1/MQ54198.pdfGoogle Scholar ↗
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Curran, F. C. (2017). Influence over school discipline policy: Variation across levels of governance, school contexts, and time. *Education Policy Analysis Archives, 25*(2), 6-20. doi: 10.14507/epaa.25.3141DOI ↗Google Scholar ↗
Daşcı Sönmez, E., & Gökmenoğlu, T. (2022). The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator. Education and Urban Society, 54(1), 123-147.Google Scholar ↗
DeMatthews, D. E., & Mawhinney, H. B. (2014). Social Justice Leadership and Inclusion: Exploring Challenges in an Urban District Struggling to Address Inequities. Educational Administration Quarterly, 50(1), 78-108. doi: 10.1177/0013161x13514440DOI ↗Google Scholar ↗
DeMatthews, D. E., Izquierdo, E., & Knight, D. S. (2017). Righting past wrongs: A superintendent's social justice leadership for dual language education along the U.S.-Mexico border. Education Policy Analysis Archives*, 25, 36.Google Scholar ↗
DeMatthews, D. E., & Izquierdo, E. (2018). The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework. Journal of Latinos and Education, 17(3), 238-251.Google Scholar ↗
Forde, C., Torrance, D., & Angelle, P. S. (2021). Caring practices and social justice leadership: case studies of school principals in Scotland and USA. School Leadership & Management, 41(5), 418-436.Google Scholar ↗
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.Google Scholar ↗
Gomez, J. A., Rucinski, C. L., & Higgins-D'Alessandro, A. (2020). Promising pathways from school restorative practices to educational equity. _Journal of Moral Education, 49_(3), 346-362. https://doi.org/10.1080/03057240.2020.1793742DOI ↗Google Scholar ↗
Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. Retrieved from University of South Florida, SelectedWorks of Vonzell Agosto website.Google Scholar ↗
Hadarom, H. (2019). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(1), 11-22.Google Scholar ↗
Henry, W., Cobb, C. D., & Cobb, C. D. (2020). Social Justice Leadership Design: Reorienting University Preparation Programs. In *Handbook of Social Justice Interventions in Education (pp. 473-486). Springer.Google Scholar ↗
Husband, T., & Brown, C. (2018). All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts. In _Evolving Educational Policies in Sub-Saharan Africa_ (pp. 46-65). IGI Global. https://doi.org/10.4018/978-1-5225-4960-4.ch003DOI ↗Google Scholar ↗
Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk. _Educational Researcher, 50_(6), 397-407. https://doi.org/10.3102/0013189x211014859DOI ↗Google Scholar ↗
Karakose, T., Tülübaş, T., & Papadakis, S. (2023). The scientific evolution of social justice leadership in education: structural and longitudinal analysis of the existing knowledge base, 2003–2022. Frontiers in Education, 8, 796200.Google Scholar ↗
Kim, T., & Mauldin, C. (2022). Troubling Unintended Harm of Heroic Discourses in Social Justice Leadership. Frontiers in Education, 7, 1139648.Google Scholar ↗
Kim, S., & Kim, S. (2021). Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners. _Bilingual Research Journal, 44(3), 301-319. https://doi.org/10.1080/15235882.2021.1987353DOI ↗Google Scholar ↗
Koçak, S. (2021). Does Social Justice Leadership in Education Improve the School Belonging and Resilience of Students? Educational Administration: Theory and Practice, 27(1), 93-122.Google Scholar ↗
Lewis, K. (2016). Social justice leadership and inclusion: a genealogy. Journal of Educational Administration and History, 48(4), 381-395. doi: 10.1080/00220620.2016.1210589DOI ↗Google Scholar ↗
Lomer, S., & Lim, M. A. (2022). Understanding issues of ‘justice’ in ‘free higher education’: policy, legislation, and implications in the Philippines. Policy Reviews in Higher Education, 6(1), 94-123. https://doi.org/10.1080/23322969.2021.2012242DOI ↗Google Scholar ↗
Losen, D. J. (2015). Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.Google Scholar ↗
Jean-Marie, G., Normore, A. H., & 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.Google Scholar ↗
Khalifa, M. A. (2012). A re-new-ed paradigm in successful urban school leadership: Principal as community leader. _Educational Administration Quarterly, 48_(3), 424-467.Google Scholar ↗
Lund, M. K., Hillis, A., Green, J., & Mofield, E. (2021). Mindsets matter for equitable discipline: Aligning beliefs to practice among middle grade educators. *Middle School Journal, 52(1), 6-20. doi: 10.1080/00220620.2021.1893592DOI ↗Google Scholar ↗
MacDonald, K. (2020). Social justice leadership practice in unjust times: leading in highly disadvantaged contexts. International Journal of Leadership in Education, 23(4), 464-484.Google Scholar ↗
Pierson, A. E., Grapin, S. E. (2021). A disciplinary perspective on translanguaging. _Bilingual Research Journal, 44(2), 181-197. https://doi.org/10.1080/15235882.2021.1970657DOI ↗Google Scholar ↗
Pontz, J., Nusche, D., & Moorman, H. (2008). Leadership for learning: Lessons from 40 years of OECD school improvement policy. In R. van Veen, J. van der Sande, & A. M. Wahlstrom (Eds.), Effective School Leadership: Responding to Change (pp. 25-50). Springer. doi: 10.1007/978-1-4020-8291-1_2DOI ↗Google Scholar ↗
Radd, S. I., & Grosland, T. J. (2019). Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy. Urban Education, 54(6), 824-846.Google Scholar ↗
Radd, S. I., & Grosland, T. J. (2018). Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy. *Educational Policy, 52(3), 261-281. doi: 10.1177/0895904816637686DOI ↗Google Scholar ↗
Read, E., Robertson, T., Dharan, V. M., & O’Neill, J. (2022). Secondary students’ perceptions of their school’s disciplinary processes. _set Research Information for Teachers, 22(1). https://doi.org/10.18296/set.1519DOI ↗Google Scholar ↗
Rawls, J. (1999). A Theory of Justice (Revised Edition). Harvard University Press. ISBN 9780674000780.Google Scholar ↗
Sarid, A. (2021). Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts. International Journal of Leadership in Education, 24(1), 115-135.Google Scholar ↗
Scottish Government. (2016). Closing the attainment gap. Retrieved from https://www.gov.scot/policies/schools/attainment-gap/Google Scholar ↗
Shaked, H. (2020). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(6), 1344-1352.Google Scholar ↗
Schwartz, W. (2001). School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.Google Scholar ↗
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. _Educational Administration Quarterly, 43(2), 221-258.Google Scholar ↗
Teise, K. (2016). Creating Safe and Well-Organized Multicultural School Environments in South Africa through Restorative Discipline. International Journal of Embedded Systems, 8(5), 319-326. doi: 10.1080/09751122.2016.11890442DOI ↗Google Scholar ↗
Torrance, D., & Forde, C. (2017). Social justice leadership in Scottish education. Scottish Educational Review, 49*(1), 53-70. doi: 10.1163/27730840-04901005DOI ↗Google Scholar ↗
Tripses, J. S., Ivanova, I., Valuckienė, J., Damkuvienė, M., & Trasberg, K. (2021). Baltic social justice school leaders. Human, Technologies and Quality of Education.Google Scholar ↗
von Ravensberg, H. (2019, December 01). Achieving Equity in Discipline: Address disproportionality in special education and discipline. National School Boards Association. https://www.nsba.org/ASBJ/2019/December/Equity-in-DisciplineGoogle Scholar ↗
Wandix-White, D. (2020). Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices. _Journal of Critical Southern Research, 2_(1). https://doi.org/10.46303/jcsr.2020.11DOI ↗Google Scholar ↗
Zhang, Y., Goddard, J. T., Jakubiec, B. A. E., & Jakubiec, B. A. E. (2018). Social Justice Leadership in Education: A Suggested Questionnaire. *Research in Educational Administration & Leadership, 3(1), 53-75.Google Scholar ↗
Zembylas, M., & Iasonos, S. (2017). Social justice leadership in multicultural schools: The case of an ethnically divided society. International Journal of Leadership in Education, 20(5), 618-635.Google Scholar ↗
Zembylas, M., & Iasonos, S. (2016). The Entanglement of Leadership Styles and Social Justice Leadership: A Case Study from Cyprus. Leadership and Policy in Schools, 15(2), 177-198. doi: 10.1080/15700763.2015.1044540DOI ↗Google Scholar ↗

[refR-1] Adebayo, S. B. (2020). A Critical Review of School Choice and Egalitarian Justice with Special Reference to the Philippines. Cambridge Educational Research e-Journal, 2020. DOI: 10.17863/CAM.58328DOI ↗Google Scholar ↗

[refR-2] Angelle, P. S., & Torrance, D. (Eds.). (Publisher: Palgrave Macmillan). Cultures of Social Justice Leadership: An Intercultural Context of Schools. Intercultural Studies in Education (ISE) book series.Google Scholar ↗

[refR-3] Arar, K., Ogden, S., Beycioglu, K., & Oplatka, I. (2017). Social Justice Leadership, Perceptions and Praxis: A Cross-Cultural Comparison of Palestinian, Haitian and Turkish Principals. In Cultures of Social Justice Leadership: An Intercultural Context of Schools (pp. 41-56). Palgrave Macmillan.Google Scholar ↗

[refR-4] Barclay, C. M. (2017). Benchmarks of Equality? School-Wide Positive Behavior Interventions and Supports and School Discipline Risk and Disparities for Black and Hispanic Students.Google Scholar ↗

[refR-5] Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 367-388. doi: 10.1108/jea-12-2012-0131DOI ↗Google Scholar ↗

[refR-6] Boske, C., Osanloo, A. F., & Newcomb, W. S. (2017). Exploring Empathy to Promote Social Justice Leadership in Schools. The Journal of School Leadership*, 27(3), 247-267.Google Scholar ↗

[refR-7] Bottiani, J. H., Bradshaw, C. P., Mendelson, T., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109*(3), 381-397. doi: 10.1037/edu0000155DOI ↗Google Scholar ↗

[refR-8] Bertrand, M., & Rodela, K. C. (2018). A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation. Journal of Research on Leadership Education, 13(3), 238-256.Google Scholar ↗

[refR-9] Banks, J. A. (2019). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. McGee Banks (Eds.), Multicultural education: Issues and perspectives (9th ed., pp. 3-30). John Wiley & Sons.Google Scholar ↗

[refR-10] Barclay, C. M., Castillo, J. M., & Kincaid, D. (2021). Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap.Google Scholar ↗

[refR-11] Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to close the achievement gap. _Journal of Educational Administration, 53_(5), 608-634.Google Scholar ↗

[refR-12] Caruso, D. (2000). Systemic and discriminatory disciplinary practices and a teacher's struggle for a more socially just and equitable education system. Retrieved from: https://tspace.library.utoronto.ca/bitstream/1807/14993/1/MQ54198.pdfGoogle Scholar ↗

[refR-13] Carl, & Vonzell. (n.d.). 175200. https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9780203938690-21&type=chapterpdfDOI ↗Google Scholar ↗

[refR-14] Center for Economic & Social Justice. (2023). Justice-Based Leadership. Retrieved from https://www.cesj.org/justice-based-leadership/#:~:text=Reflected%20in%20the%20JBL%20philosophy%20are%20three%20aspects,motivation%2C%20intellectual%20stimulation%2C%20and%20consideration%20of%20the%20individual.Google Scholar ↗

[refR-15] Curran, F. C. (2017). Influence over school discipline policy: Variation across levels of governance, school contexts, and time. *Education Policy Analysis Archives, 25*(2), 6-20. doi: 10.14507/epaa.25.3141DOI ↗Google Scholar ↗

[refR-16] Daşcı Sönmez, E., & Gökmenoğlu, T. (2022). The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator. Education and Urban Society, 54(1), 123-147.Google Scholar ↗

[refR-17] DeMatthews, D. E., & Mawhinney, H. B. (2014). Social Justice Leadership and Inclusion: Exploring Challenges in an Urban District Struggling to Address Inequities. Educational Administration Quarterly, 50(1), 78-108. doi: 10.1177/0013161x13514440DOI ↗Google Scholar ↗

[refR-18] DeMatthews, D. E., Izquierdo, E., & Knight, D. S. (2017). Righting past wrongs: A superintendent's social justice leadership for dual language education along the U.S.-Mexico border. Education Policy Analysis Archives*, 25, 36.Google Scholar ↗

[refR-19] DeMatthews, D. E., & Izquierdo, E. (2018). The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework. Journal of Latinos and Education, 17(3), 238-251.Google Scholar ↗

[refR-20] Forde, C., Torrance, D., & Angelle, P. S. (2021). Caring practices and social justice leadership: case studies of school principals in Scotland and USA. School Leadership & Management, 41(5), 418-436.Google Scholar ↗

[refR-21] Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.Google Scholar ↗

[refR-22] Gomez, J. A., Rucinski, C. L., & Higgins-D'Alessandro, A. (2020). Promising pathways from school restorative practices to educational equity. _Journal of Moral Education, 49_(3), 346-362. https://doi.org/10.1080/03057240.2020.1793742DOI ↗Google Scholar ↗

[refR-23] Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. Retrieved from University of South Florida, SelectedWorks of Vonzell Agosto website.Google Scholar ↗

[refR-24] Hadarom, H. (2019). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(1), 11-22.Google Scholar ↗

[refR-25] Henry, W., Cobb, C. D., & Cobb, C. D. (2020). Social Justice Leadership Design: Reorienting University Preparation Programs. In *Handbook of Social Justice Interventions in Education (pp. 473-486). Springer.Google Scholar ↗

[refR-26] Husband, T., & Brown, C. (2018). All My Life I Had to Fight: The Disproportionate Impact of School Disciplinary Policies on Black Girls in K-12 Contexts. In _Evolving Educational Policies in Sub-Saharan Africa_ (pp. 46-65). IGI Global. https://doi.org/10.4018/978-1-5225-4960-4.ch003DOI ↗Google Scholar ↗

[refR-27] Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk. _Educational Researcher, 50_(6), 397-407. https://doi.org/10.3102/0013189x211014859DOI ↗Google Scholar ↗

[refR-28] Karakose, T., Tülübaş, T., & Papadakis, S. (2023). The scientific evolution of social justice leadership in education: structural and longitudinal analysis of the existing knowledge base, 2003–2022. Frontiers in Education, 8, 796200.Google Scholar ↗

[refR-29] Kim, T., & Mauldin, C. (2022). Troubling Unintended Harm of Heroic Discourses in Social Justice Leadership. Frontiers in Education, 7, 1139648.Google Scholar ↗

[refR-30] Kim, S., & Kim, S. (2021). Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners. _Bilingual Research Journal, 44(3), 301-319. https://doi.org/10.1080/15235882.2021.1987353DOI ↗Google Scholar ↗

[refR-31] Koçak, S. (2021). Does Social Justice Leadership in Education Improve the School Belonging and Resilience of Students? Educational Administration: Theory and Practice, 27(1), 93-122.Google Scholar ↗

[refR-32] Lewis, K. (2016). Social justice leadership and inclusion: a genealogy. Journal of Educational Administration and History, 48(4), 381-395. doi: 10.1080/00220620.2016.1210589DOI ↗Google Scholar ↗

[refR-33] Lomer, S., & Lim, M. A. (2022). Understanding issues of ‘justice’ in ‘free higher education’: policy, legislation, and implications in the Philippines. Policy Reviews in Higher Education, 6(1), 94-123. https://doi.org/10.1080/23322969.2021.2012242DOI ↗Google Scholar ↗

[refR-34] Losen, D. J. (2015). Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.Google Scholar ↗

[refR-35] Jean-Marie, G., Normore, A. H., & 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.Google Scholar ↗

[refR-36] Khalifa, M. A. (2012). A re-new-ed paradigm in successful urban school leadership: Principal as community leader. _Educational Administration Quarterly, 48_(3), 424-467.Google Scholar ↗

[refR-37] Lund, M. K., Hillis, A., Green, J., & Mofield, E. (2021). Mindsets matter for equitable discipline: Aligning beliefs to practice among middle grade educators. *Middle School Journal, 52(1), 6-20. doi: 10.1080/00220620.2021.1893592DOI ↗Google Scholar ↗

[refR-38] MacDonald, K. (2020). Social justice leadership practice in unjust times: leading in highly disadvantaged contexts. International Journal of Leadership in Education, 23(4), 464-484.Google Scholar ↗

[refR-39] Pierson, A. E., Grapin, S. E. (2021). A disciplinary perspective on translanguaging. _Bilingual Research Journal, 44(2), 181-197. https://doi.org/10.1080/15235882.2021.1970657DOI ↗Google Scholar ↗

[refR-40] Pontz, J., Nusche, D., & Moorman, H. (2008). Leadership for learning: Lessons from 40 years of OECD school improvement policy. In R. van Veen, J. van der Sande, & A. M. Wahlstrom (Eds.), Effective School Leadership: Responding to Change (pp. 25-50). Springer. doi: 10.1007/978-1-4020-8291-1_2DOI ↗Google Scholar ↗

[refR-41] Radd, S. I., & Grosland, T. J. (2019). Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy. Urban Education, 54(6), 824-846.Google Scholar ↗

[refR-42] Radd, S. I., & Grosland, T. J. (2018). Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy. *Educational Policy, 52(3), 261-281. doi: 10.1177/0895904816637686DOI ↗Google Scholar ↗

[refR-43] Read, E., Robertson, T., Dharan, V. M., & O’Neill, J. (2022). Secondary students’ perceptions of their school’s disciplinary processes. _set Research Information for Teachers, 22(1). https://doi.org/10.18296/set.1519DOI ↗Google Scholar ↗

[refR-44] Rawls, J. (1999). A Theory of Justice (Revised Edition). Harvard University Press. ISBN 9780674000780.Google Scholar ↗

[refR-45] Sarid, A. (2021). Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts. International Journal of Leadership in Education, 24(1), 115-135.Google Scholar ↗

[refR-46] Scottish Government. (2016). Closing the attainment gap. Retrieved from https://www.gov.scot/policies/schools/attainment-gap/Google Scholar ↗

[refR-47] Shaked, H. (2020). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(6), 1344-1352.Google Scholar ↗

[refR-48] Schwartz, W. (2001). School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.Google Scholar ↗

[refR-49] Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. _Educational Administration Quarterly, 43(2), 221-258.Google Scholar ↗

[refR-50] Teise, K. (2016). Creating Safe and Well-Organized Multicultural School Environments in South Africa through Restorative Discipline. International Journal of Embedded Systems, 8(5), 319-326. doi: 10.1080/09751122.2016.11890442DOI ↗Google Scholar ↗

[refR-51] Torrance, D., & Forde, C. (2017). Social justice leadership in Scottish education. Scottish Educational Review, 49*(1), 53-70. doi: 10.1163/27730840-04901005DOI ↗Google Scholar ↗

[refR-52] Tripses, J. S., Ivanova, I., Valuckienė, J., Damkuvienė, M., & Trasberg, K. (2021). Baltic social justice school leaders. Human, Technologies and Quality of Education.Google Scholar ↗

[refR-53] von Ravensberg, H. (2019, December 01). Achieving Equity in Discipline: Address disproportionality in special education and discipline. National School Boards Association. https://www.nsba.org/ASBJ/2019/December/Equity-in-DisciplineGoogle Scholar ↗

[refR-54] Wandix-White, D. (2020). Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices. _Journal of Critical Southern Research, 2_(1). https://doi.org/10.46303/jcsr.2020.11DOI ↗Google Scholar ↗

[refR-55] Zhang, Y., Goddard, J. T., Jakubiec, B. A. E., & Jakubiec, B. A. E. (2018). Social Justice Leadership in Education: A Suggested Questionnaire. *Research in Educational Administration & Leadership, 3(1), 53-75.Google Scholar ↗

[refR-56] Zembylas, M., & Iasonos, S. (2017). Social justice leadership in multicultural schools: The case of an ethnically divided society. International Journal of Leadership in Education, 20(5), 618-635.Google Scholar ↗

[refR-57] Zembylas, M., & Iasonos, S. (2016). The Entanglement of Leadership Styles and Social Justice Leadership: A Case Study from Cyprus. Leadership and Policy in Schools, 15(2), 177-198. doi: 10.1080/15700763.2015.1044540DOI ↗Google Scholar ↗