The Effect of Principals’ Social Justice Leadership on Teachers’ Academic Optimism in Taiwan
Bibliographic Data
| ID | 9729640 |
|---|---|
| Authors | Feng-I Feng (National Chi Nan University, Nantou County, Taiwan (R.O.C.)), Feng Feng-I (National Chi Nan University, corresponding author), Wei-Lin Chen (0000-0002-6203-6098, Montclair State University) |
| Year | 2019 |
| Volume | 51 |
| Issue | 9 |
| Pages | 1245-1264 |
| Publication date | 2019-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124518785438 |
| OpenAlex | W2844094580 |
| Language | EN |
| Citations received | 9 |
| References cited | 20 |
This study examined teacher perceptions of principals’ social justice leadership and their effect on teachers’ academic optimism in Taiwan, along with the moderating effects of teachers’ gender, position, and school size. While a total sample of 1,470 elementary and secondary school teachers were surveyed, this study applied a multidimensional framework to examine social justice leadership. The results indicate that teachers perceive principals’ social justice leadership to a high degree. Second, teachers’ perceptions of social justice leadership significantly vary by gender, position, and school size. Third, social justice leadership positively relates to teachers’ academic optimism. Fourth, gender has a moderating effect on the relationship of social justice leadership and teachers’ academic optimism, which suggests that the practice of principals’ social justice leadership is influenced by the inherent culture, at least to an extent
Criminology · Economic Justice · Educational leadership · Instructional leadership · Leadership style · Optimism · Pedagogy · Perception · Political science · Procedural justice · Social justice · Critical and Liberation Pedagogy · Psychology · Resilience and Mental Health · Social Psychology · Youth Development and Social Support
Social justice leadership for school effectiveness in structurally marginalized settings
Systematic review of research on women and educational leadership in Mainland China, Hong Kong and Taiwan
Principal social justice leadership
Teachers’ self-efficacy, hope, resilience, and optimism
Promoting equity and equality in student learning
Explaining academic optimism in schools
The Relationship Between Social Justice Leadership and Work Engagement
Teacher professional learning as a catalyst driving the link between authentic leadership, subjective well-being, and academic optimism in Turkish schools
The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism
| Unique citing works | 9 |
|---|---|
| Citations per year | 3 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |