Journals / Research in Educational Administration and Leadership (REAL) / 2019 / Cilt: 4 - Sayı: 2

A New Way Forward for Social Justice Researchers: Development and Validation of the Social Justice Behavior Scale

Pages
303–346
Publication Date
2019-11-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Future recommendations include collecting additional data for confirmatory analyses, distributing the instrument in additional contexts, and bolstering future investigations into social justice leadership through the use of the SJBS as a research tool.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Despite social justice leadership receiving an increasing amount of attention by researchers, a methodological imbalance with qualitative inquiries dominating the existing empirical literature base persists.
📊
Key Findings & Data:This study aimed to answer the calls of a number of scholars (Jean-Marie, Normore, & Brooks, 2009; Nilsson, Marszalek, Linnemeyer, Bahner, & Misialek, 2011; Otunga, 2009) by developing and validating a scale.
💡
Conclusion & Impact:Future recommendations include collecting additional data for confirmatory analyses, distributing the instrument in additional contexts, and bolstering future investigations into social justice leadership through the use of the SJBS as a research tool.
🔬Design:Survey & Empirical Study
📍Scope:2009 Verileri
⚙️Variables:Social justice · quantitative · principal

Abstract

Despite social justice leadership receiving an increasing amount of attention by researchers, a methodological imbalance with qualitative inquiries dominating the existing empirical literature base persists. Compounding this issue is the lack of a discipline-specific, quantitative instrument made for the exact purpose of exploring the nature of social justice leadership. This study aimed to answer the calls of a number of scholars (Jean-Marie, Normore, & Brooks, 2009; Nilsson, Marszalek, Linnemeyer, Bahner, & Misialek, 2011; Otunga, 2009) by developing and validating a scale. The Social Justice Behavior Scale (SJBS) was developed through the creation of items based on a literature review, informed directly by a meta-analysis, and refined through the Delphi Technique. Surveys were digitally distributed to principals in the United States. The final dataset consisted of 227 principals from 27 states. Following a principal components analysis with oblimin rotation, the SJBS was found to have three components made up of 23 items that accounted for 62.16% of the total variance. Cronbach’s alpha for the entire instrument was .933. The SJBS shows promise as a quantitative research instrument moving forward. Future recommendations include collecting additional data for confirmatory analyses, distributing the instrument in additional contexts, and bolstering future investigations into social justice leadership through the use of the SJBS as a research tool.

🔖

Cite This Article

FLOOD, L. D. (2019). A New Way Forward for Social Justice Researchers: Development and Validation of the Social Justice Behavior Scale. Research in Educational Administration and Leadership (REAL), Cilt: 4 - Sayı: 2, 303–346. https://ajindex.com/articles/139136

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  2. Ajzen, I. (2012). The theory of planned behavior. In P. A. Van Lange, A. W. Kruglanski & E. T. Higgins. Handbook of theories of social psychology: Volume 1 (Vol. 1, pp. 438-459). London: SAGE Publications Ltd doi: 10.4135/9781446249215.n22 Angelle, P. S., & DeHart, C. A. (2016). Comparison and evaluation of four models of teacher leadership. Research in Educational Administration & Leadership (REAL), 1(1), 85-118.
  3. Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: Meanings, actions and contexts. Compare: A Journal of Comparative and International Education, 47(2), 192-206.
  4. Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18(6), 1-13. http://pareonline.net/pdf/v18n6.pdf
  5. Bishop, H., & Mcclellan, R. (2016). Resisting social justice: Rural school principals' perceptions of LGBTQ students. Journal of School Leadership, 26(1), 124-153.
  6. Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low trust times? Journal of School Leadership, 12, 198-222.
  7. Blackmore, J. (2009). Leadership for social justice: A transnational dialogue. Journal of research on leadership education, 4(1), 1-10.
  8. Bogotch, I. E. (2000, November). Educational leadership and social justice: Theory into practice. Paper presented at: Annual Meeting of the University Council for Educational Administration. Albuquerque, NM. http://files.eric.ed.gov/fulltext/ED452585.pdf
  9. Bogotch, I. E. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138-156.
  10. Bogotch, I. E. (2014). Educational theory: The specific case of social justice as an educational leadership Construct. In I. Bogotch & C. Shields (Eds.), Social justice and educational leadership handbook (pp. 51–66).
  11. Dordrecht, The Netherlands: Springer. Bogotch, I. E., & Shields, C. M. (Eds.). (2014). International handbook of Educational Leadership and Social (In) Justice (Vol. 29). New York, NY: Springer. Bosu, R., Dare, A., Dachi, H., & Fertig, M. (2011). School leadership and social justice: Evidence from Ghana and Tanzania. International Journal of Educat