Defining the responsibilities of principals in promoting equity: Insights from the Israeli school system

Abstract

Contemporary school principals are tasked with promoting equity within their schools. The importance of this endeavor is clear; however, there is a need for greater clarity regarding the specific responsibilities involved. Addressing this need is the goal of this study. Data were collected from 21 principals of elementary schools in Israel using semistructured interviews. Data analysis included four stages: sorting, coding, categorizing, and theorizing. The findings illustrate how the framework of strong equity, comprising the four Rs—redistribution, recognition, representation, and reframing—can be applied to school leadership to encompass the key responsibilities that principals have in promoting equity. Theoretical and practical implications are discussed.