ABSTRACT

Decades of research suggest that the role of leaders in mitigating the negative impact of social and economic problems on the students is highly contentious one and more analyses in different cultural contexts are necessary to clarify the role of leadership in disadvantaged school settings. The purpose of this study was to explore the role of leadership in resetting equitable and excellent educational experiences in two primary schools located in a socio-economically disadvantaged urban setting in Turkey. Multiple case study was identified as the design of the study, and two primary schools located in the same neighborhood were identified as the cases of the study. The results drawn from the multiple cases showed that leadership has a limited capacity to create socially just educational provisions and ensure excellence in schools’ academic practices. Parallel to the analyses in the sociology of education, sociological structures are more critical for the disadvantaged students in benefiting from educational provisions. As a result, leadership as an intervention mechanism must be empowered to set ties with other public services in disadvantaged schools.

摘要

数十年的研究表明，领导者在减轻社会和经济问题对学生的负面影响中的作用是一个有争议的问题，有必要在不同文化背景下进行更多分析，以阐明领导者在处境不利的学校环境中的作用。这项研究的目的是探讨领导层在重置土耳其社会经济上处于不利地位的两所小学的公平和优质教育经验中的作用。该研究的设计被确定为多案例研究，位于同一社区的两所小学被确定为该研究的案例。从多个案例中得出的结果表明，领导层创建社会公正教育规定和确保学校学术实践卓越的能力有限。与教育社会学的分析并行，社会学结构对于处境不利的学生从教育中受益尤为关键。结果，必须授权领导作为干预机制，以与处境不利的学校中的其他公共服务部门建立联系。