How Israeli Principals Foster Social Justice Among Teachers

The existing literature on promoting social justice in schools primarily focuses on social justice for students, with limited attention to social justice for teachers. This study aims to conceptualize how principals promote social justice among teachers. Data were collected from 28 principals in Israel using semi-structured interviews, and the analysis involved four stages: sorting, coding, categorizing, and theorizing. The findings reveal that the dimensions of organizational justice–distributive justice, procedural justice, and interactional justice–are applicable to school leadership. These findings indicate that while social justice for students is largely rooted in moral values, principals view social justice for teachers not only through an ethical lens but also as a practical strategy that can lead to increased motivation, stronger cooperation, and enhanced trust.