Transformative Leadership in Arab Schools in Israel: Strategies for Promoting Social Justice and Mobility

This study explored how school leaders in Arab schools in Israel enact transformative leadership to promote student social mobility and social justice. In the context of persistent structural inequalities and educational disparities, the study sought to illuminate leadership practices that go beyond technical management and embrace a broader vision of social justice. Employing a qualitative research design, the study was based on 60 semi-structured interviews with principals and other school staff in Arab schools in Israel, as well as observations. A thematic analysis revealed four main dimensions of transformative leadership: promoting academic achievement; emphasizing emotional and social well-being; empowering students and encouraging leadership; and developing students’ skills and abilities. These practices reflect a strong alignment with Shields’s model of transformative leadership, which emphasizes equity, inclusion, and critical social change. The findings suggest that school leaders in the Arab minority in Israel view their role not only as educators but also as social agents working to mitigate marginalization and provide students with meaningful opportunities for advancement. Transformative leadership in these schools is deeply rooted in a commitment to social justice and equity and offers valuable insights for educational policy and leadership training programs.