“Social Justice Leadership for Learning”: A New Conceptualization of School Leadership

This research aims to conceptualize a new leadership model called “social justice leadership for learning (SOLE)”, by combining social justice leadership and leadership for learning practices of school principals to better serve the diverse learning needs of disadvantaged students. More specifically, this study aims to (1) ascertain specific leadership for learning practices enriched by the social justice perspective in three participating jurisdictions (Hong Kong, China; Israel; and Texas, USA); (2) determine the role of contextual factors in the formation and implementation of such practices; and (3) develop and validate a social justice leadership for learning scale (SOLE-S) for each jurisdiction, as well as a common scale for future comparative studies.

Funding Source: RGC - General Research Fund (GRF)