Social justice leadership for school effectiveness in structurally marginalized settings: the mediating role of teachers’ collective efficacy

This study investigates how school principals’ social justice leadership (SPSJL)–conceptualized as a multidimensional construct of justice, care, and critique–relates to teachers’ collective efficacy (TCE), and the latter’s relatedness to effectiveness-relevant school and teacher outcomes in structurally marginalized systems. Grounded in upper echelons theory, the study examines the indirect effect of SPSJL on school mindfulness (school level) and teacher’s affective and continuance commitment (teacher level) through TCE. Multilevel structural equation modeling of data from 1,076 teachers across 91 Arab minority schools in Israel indicated that SPSJL positively associates with TCE, which in turn predicts school-level and teacher-level outcomes. Furthermore, TCE partially mediated the relationship between SPSJL and these effectiveness-relevant outcomes. By clarifying the psychological mechanisms through which equity-oriented leadership is related to organizational functioning, this study advances a process-based account of change that transcends normative claims. These findings contribute to global discourse on equity leadership by establishing collective efficacy as a pivotal mediator. Implications for principal preparation, equitable accountability systems, and the integration of social justice with culturally responsive leadership in minority contexts are discussed.