The purpose of this study is to examine teachers’ social justice-based practices, the outcomes of those practices, the leadership roles revealed in the process, and the problems experienced. The sample of the study consisted of 13 teachers who were reached through the snowball sampling method. 10 middle school and 3 primary school teachers working in three different provinces of Turkey were interviewed during the 2019-2020 school year. The data obtained were analysed through content analysis. According to the findings, social justice-based practices consisted of the stages: recognising the need, decision-making, examination of the examples, and support and evaluation. Teachers demonstrated leadership roles such as problem-solving, having a vision, developing empathy, and team building. These leadership roles enable the implementation process to begin. Issues such as bureaucratic procedures and the need for parent and teacher training were encountered during the practices. It was recommended that social justice-based training activities should be considered in teacher education and the collaboration with local authorities and relevant organisations in these practices should be supported.
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