Promoting equity and equality in student learning: principals as social justice leaders in Kuwaiti schools

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.