The Role of Social Justice Leadership in Enhancing Equitable Disciplinary Practices among School Administrators in a Selected Public School in Taguig City, Metro Manila
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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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.
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-12-2012-0131
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.
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/edu0000155
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.
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.
Barclay, C. M., Castillo, J. M., & Kincaid, D. (2021). Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap.
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.
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.pdf
Carl, & Vonzell. (n.d.). 175200. https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9780203938690-21&type=chapterpdf
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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.25.3141
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.
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: 10.1177/0013161x13514440
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.
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.
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.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
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/10.1080/03057240.2020.1793742
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.
Hadarom, H. (2019). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(1), 11-22.
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.
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.ch003
Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk. _Educational Researcher, 50_(6), 397-407. https://doi.org/10.3102/0013189x211014859
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.
Kim, T., & Mauldin, C. (2022). Troubling Unintended Harm of Heroic Discourses in Social Justice Leadership. Frontiers in Education, 7, 1139648.
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/10.1080/15235882.2021.1987353
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.
Lewis, K. (2016). Social justice leadership and inclusion: a genealogy. Journal of Educational Administration and History, 48(4), 381-395. doi: 10.1080/00220620.2016.1210589
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/10.1080/23322969.2021.2012242
Losen, D. J. (2015). Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.
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.
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.
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: 10.1080/00220620.2021.1893592
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.
Pierson, A. E., Grapin, S. E. (2021). A disciplinary perspective on translanguaging. _Bilingual Research Journal, 44(2), 181-197. https://doi.org/10.1080/15235882.2021.1970657
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_2
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.
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: 10.1177/0895904816637686
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.1519
Rawls, J. (1999). A Theory of Justice (Revised Edition). Harvard University Press. ISBN 9780674000780.
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.
Scottish Government. (2016). Closing the attainment gap. Retrieved from https://www.gov.scot/policies/schools/attainment-gap/
Shaked, H. (2020). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(6), 1344-1352.
Schwartz, W. (2001). School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. _Educational Administration Quarterly, 43(2), 221-258.
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: 10.1080/09751122.2016.11890442
Torrance, D., & Forde, C. (2017). Social justice leadership in Scottish education. Scottish Educational Review, 49*(1), 53-70. doi: 10.1163/27730840-04901005
Tripses, J. S., Ivanova, I., Valuckienė, J., Damkuvienė, M., & Trasberg, K. (2021). Baltic social justice school leaders. Human, Technologies and Quality of Education.
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-Discipline
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.2020.11
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.
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.
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: 10.1080/15700763.2015.1044540
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.
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.
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.
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-12-2012-0131
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.
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/edu0000155
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.
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.
Barclay, C. M., Castillo, J. M., & Kincaid, D. (2021). Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap.
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.
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.pdf
Carl, & Vonzell. (n.d.). 175200. https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9780203938690-21&type=chapterpdf
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.
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.25.3141
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.
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: 10.1177/0013161x13514440
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.
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.
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.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
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/10.1080/03057240.2020.1793742
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.
Hadarom, H. (2019). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(1), 11-22.
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.
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.ch003
Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk. _Educational Researcher, 50_(6), 397-407. https://doi.org/10.3102/0013189x211014859
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.
Kim, T., & Mauldin, C. (2022). Troubling Unintended Harm of Heroic Discourses in Social Justice Leadership. Frontiers in Education, 7, 1139648.
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/10.1080/15235882.2021.1987353
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.
Lewis, K. (2016). Social justice leadership and inclusion: a genealogy. Journal of Educational Administration and History, 48(4), 381-395. doi: 10.1080/00220620.2016.1210589
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/10.1080/23322969.2021.2012242
Losen, D. J. (2015). Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.
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.
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.
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: 10.1080/00220620.2021.1893592
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.
Pierson, A. E., Grapin, S. E. (2021). A disciplinary perspective on translanguaging. _Bilingual Research Journal, 44(2), 181-197. https://doi.org/10.1080/15235882.2021.1970657
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_2
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.
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: 10.1177/0895904816637686
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.1519
Rawls, J. (1999). A Theory of Justice (Revised Edition). Harvard University Press. ISBN 9780674000780.
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.
Scottish Government. (2016). Closing the attainment gap. Retrieved from https://www.gov.scot/policies/schools/attainment-gap/
Shaked, H. (2020). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Management, 34(6), 1344-1352.
Schwartz, W. (2001). School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. _Educational Administration Quarterly, 43(2), 221-258.
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: 10.1080/09751122.2016.11890442
Torrance, D., & Forde, C. (2017). Social justice leadership in Scottish education. Scottish Educational Review, 49*(1), 53-70. doi: 10.1163/27730840-04901005
Tripses, J. S., Ivanova, I., Valuckienė, J., Damkuvienė, M., & Trasberg, K. (2021). Baltic social justice school leaders. Human, Technologies and Quality of Education.
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-Discipline
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.2020.11
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.
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.
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: 10.1080/15700763.2015.1044540
Authors
[1]
“The Role of Social Justice Leadership in Enhancing Equitable Disciplinary Practices among School Administrators in a Selected Public School in Taguig City, Metro Manila”, Soc. sci. humanities j., vol. 8, no. 06, pp. 3946–3943, Jun. 2024, doi: 10.18535/sshj.v8i06.1154.
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