Social Justice Leadership in Spanish Schools: Researcher Perspectives

Autor/inn/en	Slater, Charles; Antúnez, Serafín; Silva, Patricia
Titel	Social Justice Leadership in Spanish Schools: Researcher Perspectives
Quelle	In: Leadership and Policy in Schools, 20 (2021) 1, S.111-126 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antúnez, Serafín) ORCID (Silva, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1838553
Schlagwörter	Social Justice; Instructional Leadership; Transformational Leadership; Principals; Immigrants; Cultural Differences; Metacognition; Professional Autonomy; Foreign Countries; Geographic Regions; School Administration; Educational Improvement; Grounded Theory; College Faculty; Teacher Attitudes; Administrator Attitudes; Barriers; Supervisors; Spain + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Berufsfreiheit; Ausland; Teaching improvement; Unterrichtsentwicklung; Fakultät; Lehrerverhalten; Spanien
Abstract	This study used a social justice and transformative leadership framework to focus on regions of Spain that have experienced an increase of immigrant families. The purpose was to determine how experts in the field of educational leadership viewed social justice and what challenges principals faced in schools with large immigrant populations. Social justice leaders develop a vision that includes all students and families. These leaders are politically committed, but they lack autonomy and critical self-awareness to address cultural differences in the school and understand broader issues in the community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01