Abstract
ABSTRACT This study used a social justice and transformative leadership framework to focus on regions of Spain that have experienced an increase of immigrant families. The purpose was to determine how experts in the field of educational leadership viewed social justice and what challenges principals faced in schools with large immigrant populations. Social justice leaders develop a vision that includes all students and families. These leaders are politically committed, but they lack autonomy and critical self-awareness to address cultural differences in the school and understand broader issues in the community.
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