Social Justice Leadership for Students’ Holistic Lifelong Learning through Professional Learning Community, Engagement, and Sustainability: Perspectives of Principals and Teachers in the United States
This study explores how US principals and teachers advocate social justice leadership for students’ holistic lifelong learning through professional learning community, engagement, and sustainability in K12 schooling in the United States. The descriptive qualitative study was employed to conduct a one-on-one interview with 12 principals and 12 teachers through semi-structural and open-ended interview protocols within an average of 60 minutes, either in person or remotely. This study found that principals and teachers face three major challenges while promoting social justice for students’ lifelong learning. The challenges are (1) lack of resources, such as funding; (2) implicit bias, such as stereotypes; and (3) limited training and professional development. This study discovered that principals and teachers have three opportunities to promote social justice for students’ lifelong learning. They are (1) equity-centered pedagogy and leadership, (2) community engagement, and (3) leadership for systematic change. Findings suggested that principals and teachers use three major strategies to promote social justice for students’ lifelong learning. The strategies are (1) culturally responsive leadership and pedagogy and mentoring, (2) equity in resources such as funding, and (3) community partnership. Implications and recommendations are suggested.
Keywords: Principals, Lifelong Learning, Communities of Practice, Learner Engagement, Sustainability, Qualitative
