Schools change into complex and diverse contexts. Newly-appointed principals (NAPs) face leadership challenges in such contexts after completing a licensure programme. This proposal addresses the gap between the NAPs’ perceptions of leadership role in schools and social justice leadership as revealed in the literature. The findings are that enacting social justice leadership role is missing in the NAPs’ perception to address socially-unjust issues of equal and equitable learning for all students in diverse school contexts.
|Publication status||Published - Nov 2016|