{"title":"将教学领导与社会正义领导相结合:以色列校长的见解","authors":"Haim Shaked","doi":"10.1177/0013161x241266806","DOIUrl":null,"url":null,"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.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating Instructional Leadership With Social Justice Leadership: Insights From Israel's Principals\",\"authors\":\"Haim Shaked\",\"doi\":\"10.1177/0013161x241266806\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":48091,\"journal\":{\"name\":\"Educational Administration Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Administration Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/0013161x241266806\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161x241266806","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Integrating Instructional Leadership With Social Justice Leadership: Insights From Israel's Principals
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.
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.