摘要：Social justice leadership is a leadership approach that focuses on utilizing educational opportunities of disadvantaged students equally with others. The purpose of this research is to examine school principals' social justice leadership behaviors according to teacher's views. It was designed in terms of qualitative research method. The data were collected through focus group interviews with six teachers and individual interviews with 16 teachers. Semi-structured interview form was used for interviews. The data were analyzed by descriptive analysis. The themes were built on the dimensions of social justice leadership: supporting disadvantaged students, inclusion and critical consciousness. Based on the findings, it is concluded that the school principals concentrate more on the dimension of supporting disadvantaged students and the behaviors displayed in the other two dimensions are limited.
