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

Abstract

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.

1. Introduction

In many educational systems around the world, including in Israel, there is growing recognition of the central role that schools and school leaders play in promoting social justice and social mobility, particularly among marginalized populations. In multicultural societies where social and ethnic disparities exist, questions arise regarding the responsibility of educational leaders not only for academic achievement but also for creating inclusive, supportive, and equitable learning environments. In this context, the approach of transformative leadership (Shields, 2010, 2017) offers both a conceptual and practical framework that challenges existing social structures, aspires to change, and seeks to empower students and disadvantaged communities.

This article focused on the potential of transformative leadership in education, as conceptualized by Carolyn Shields, to foster social mobility among students from marginalized and disadvantaged communities belonging to the Arab minority in Israel. Transformative educational leadership seeks to go beyond technical management and aims at challenging inequities, promoting inclusive learning environments, and inspiring both educators and students toward a more just and equitable society. Through a qualitative examination of school principals operating in a unique minority context, the research investigated how these leaders work to instill hope, empower students, and reinforce the belief in their capacity to succeed and advance within society. The central research question is “How do school leaders in Arab schools in Israel enact transformative leadership in their efforts to promote student social mobility and social justice?”

1.1. Theoretical Framework

1.1.1. Transformative Leadership, Education, and Social Justice

The term “social justice” generally refers to the idea and principles of equality and solidarity in creating a society or an institution that is based on values such as human rights, dignity, and recognition (Chatuverdi, 2015). According to Fraser (2000), social justice rests on three interrelated dimensions: redistribution, which ensures a fair allocation of material resources and opportunities; recognition, which calls for respect and validation of diverse identities and cultures; and representation, which guarantees the political voice and participation of marginalized groups. Taken together, these dimensions underscore that social justice requires not only economic equality but also cultural inclusion and political empowerment.

Concepts such as freedom, hope, empowerment, activism, and social justice are not automatically associated with the typical image of educational leaders operating within the political and bureaucratic systems of the 21st century (Shields, 2017). Nevertheless, education holds significant social importance, especially in modern and industrialized societies; it is one of the most tangible means through which citizens can access information and knowledge. Education influences society, and the idea that it should serve as a tool for social development or a vehicle for social change is widely accepted in contemporary societies (Chakraborty, 2018).

The theoretical foundation for the connection between education and social change is articulated through Freire’s concept of critical pedagogy (Freire, 1990), which remains a relevant framework for analyzing and understanding educational leadership for social transformation (Shields, 2017). Freire’s educational approach is based on three core principles: dialog, critical learning, and empowerment (Freire, 1990). In one-directional teaching and learning, education inevitably serves the interests of those in power. Therefore, dialog becomes the means for liberation. It is a reciprocal educational process in which the teacher and the student think together; the educator learns from the student just as the student learns from the educator, creating a community of subjects who exchange views despite their differences. The second principle in Freire’s approach is critical learning. In this mode of learning, teachers encourage students to collaborate and think critically in order to transform their reality. Empowerment, the third principle, refers to a state in which students are active subjects who gain power and agency and are able to make choices regarding their actions.

Two additional key concepts in Freire’s pedagogy are critical consciousness and praxis. Critical consciousness refers to the ability of individuals to perceive and question social, political, and economic contradictions in their reality. Praxis, in turn, means the dynamic interplay of reflection and action through which people not only interpret the world but also engage in transforming it (Freire, 2005). Thus, leadership, in educational sense, is closely linked—since the ancient world—to the desire of people for change, to the release from ruler’s control or from other chaotic events (Burns, 2003).

While Freire’s philosophy forms the foundation of educational thought on social justice, the field of educational leadership for social justice has developed over the years (Shields, 2010, 2017). In the context of change and social justice, educational theory draws on the organizational literature, adopting from it the concept of “transformative leadership” (Shields, 2017). Transformative leadership in education builds upon Freire’s philosophy, recognizing that education can indeed lead to social change, but only if it does not ignore the current reality on the one hand, and, on the other hand, aspires to transform it (Freire, 1990; Shields, 2010).

It is important to distinguish between transformative leadership (Shields, 2017), which is the focus of the current research, and transformational leadership. There are many views of transformational leadership, but Bass and Avolio (1993), have perhaps the most researched view. Transformational leadership, as developed by Bass and Avolio, emerged in the early 1990s and focused on the reciprocal relationship between organizational leadership and culture. In one version of their view, they identified four core components of leadership: idealized influence—charisma, vision, and trust; inspirational motivation—communicating a compelling vision that inspires followers; intellectual stimulation—encouraging rationality, problem-solving, and creativity; and individualized consideration—paying personal attention to each member of the organization (Shrestha, 2020). The aim of transformational leadership is to improve organizational effectiveness and empower individuals within the system by motivating them to succeed. By contrast, transformative leadership goes beyond organizational effectiveness and individual empowerment to embrace a fundamental moral and political commitment to social justice, equity, and systemic change (Shields, 2010, 2017).

Transformative leadership emphasizes the importance of a vision that increases both the professional and organizational commitment of the staff and motivates them in their work. It inspires subordinates to exceed expectations and perform beyond what was initially believed possible. In this sense, it reflects a belief in the capacity of others, even more than they believed in themselves prior to encountering the leader. As transformative leadership, this kind of leadership is characterized by charisma, inspiration, consideration, and the ability to intellectually stimulate those being led. Moreover, the transformative leader is someone who believes that the world operates according to a clear and coherent moral imperative, and therefore believes in their ability to improve their organization according to those values and to lead others toward a better place, where they grow both individually and collectively. This is the link between transformative leadership and social change and justice (Shields, 2017).

Transformative leadership is considered particularly suitable for educational organizations (Shields, 2017), as it has been shown to significantly contribute to student learning, teacher development, and the strengthening of staff commitment to the school. According to Shields (2010), transformative educational leadership begins with questions of justice and democracy. It critiques unjust practices and offers a promising future not only for each student in terms of individual achievement, but also for society as a whole. Therefore, transformative leadership is inherently connected to educational leadership within its broader social context.

This connection explains the strong link between transformative leadership and inclusive learning leadership, as well as the creation of socially just learning environments grounded in social awareness. Such leadership aligns with inclusive school leadership, educational equity, and a democratic conception of education. When properly implemented, it has the potential to completely transform a school—making it more inclusive, socially just, and even more academically successful (Shields, 2010).

Another important aspect worth mentioning in this context is the critique presented by Quantz et al. (1991) of neoliberal conceptions of educational leadership. According to them, many approaches that appear to be reflective or collaborative in nature often continue to reinforce existing power relations unless they explicitly act against the structural mechanisms of oppression. Therefore, educational leadership that seeks to be truly transformative must include a political component that actively strives for social justice, rather than settling for organizational neutrality. This idea is also reflected by Weiner (2003), who emphasized that transformative leadership cannot be separated from issues of power, privilege, and systemic inequality. He argues that educational leaders must not only acknowledge existing social injustices but also actively work to disrupt and dismantle them through critical reflection and intentional action.

1.1.2. Transformative Leadership and Social Mobility

Social mobility has been defined as “the ability to move between different levels in society or in employment, especially from a lower social position to a higher one” (Iversen et al., 2019, pp. 239–240). No consensus has been reached regarding the various components of social mobility. However, there is broad agreement that a just society should enable equal opportunities for diverse citizens to succeed, regardless of the economic status of the family they were born into (Iversen et al., 2019).

The literature on educational leadership for social mobility refers to both theoretical and practical aspects. Within the theoretical aspects, the key areas are leadership for social justice (Arar et al., 2017; Lai, 2015; Wang, 2018), student empowerment (Kirk et al., 2017), and fostering achievement and abilities (Greaves et al., 2014). The practical aspects include practices such as developing a supportive school culture (Arar et al., 2017), promoting student leadership (Kirk et al., 2017), and emphasizing the promotion of 21st-century skills (Pan et al., 2017).

The transformative leader’s ability to believe in the potential of their followers, even beyond the followers’ belief in themselves, is what makes transformative leadership particularly relevant to promoting social mobility among students. Students who grow up in environments where belief in social mobility is weak may not envision a path for advancement in society. These students need a school principal who can “believe in them on their behalf,” who sees their potential and, over time, helps instill that belief in them. This process is an integral part of transformative leadership (Shields, 2017).

1.1.3. The Important Role of School Principals in Minority Groups

The dynamic relationship between leadership and cultural environments is explained by theoretical frameworks such as the culturally relevant leadership model (Horsford et al., 2011) and the culturally responsive leadership model (Khalifa et al., 2016). According to these models, social mobility and social justice processes among students emerge from interactions between school leadership’s attitudes and behaviors and social or cultural factors such as gender, religion, and socioeconomic background. These connections are particularly significant for minority groups, as students’ cultural and personal traits influence their ability to integrate into broader society and promote social change (Lahdenpera, 2014). Yet, the role of school principals in these aspects—especially in promoting social mobility—and how principals’ perceptions and practices interact with student characteristics among minority groups remains insufficiently studied.

Wilson (2016) identified the following characteristics among school principals who promote social mobility in minority groups: an understanding of the context of childhood in the specific environment, a tendency to challenge norms and to select teachers suited for the difficult task, a willingness to confront the issue of discrimination with both compassion and systemic critique, a commitment to transformative leadership, a grounded and pragmatic approach, and a sustained belief in the possibility of improvement. These qualities contributed to an increase in students’ self-belief, which in turn enhanced their academic performance.

In this context, Shields (2017) emphasizes the importance of amplifying the marginalized voices of students, which often reflect realities that may not be visible at first glance and highlight challenges that the principal might not recognize without familiarity with students’ living environments. A principal’s elitism and lack of understanding regarding the difficulties students face may perpetuate those difficulties, even if the principal comes from the same ethnic minority group as the students (Shields, 2017). The persistence of these difficulties can ultimately harm students’ developmental paths (Stevenson et al., 2017).

1.2. The Research Context: Arab Minority in Israel

The research context involved four schools situated within a minority group—the Arab minority in Israel. Israeli society comprises several ethnic groups; the Jewish population constitutes the majority, whereas the Arab population is an ethnic minority (Sched et al., 2014). By the end of 2020, the proportion of the Arab minority in Israel stood at 21.1% of the population (Central Bureau of Statistics, 2021). As a national minority, the Arab community is unique and complex in terms of identity and has distinct linguistic, religious, familial, geographic, and cultural characteristics. Most Arabs living in Israel are characterized by their adherence to traditional values and norms, such as collectivism, patriarchy, and authoritarianism. In addition, the Arab minority education system in Israel is separate from the Jewish majority system and uses a different teaching language, different curricula for certain subjects, and different budget allocations, which are at least in part, the result of Israeli governmental policies, including budgetary deficiencies (Arar & Abu Asba, 2013). In this aspect, the Arab minority in Israel represents a unique case for the study of transformative leadership. Additionally, in terms of identity, the situation regarding Arab minorities in Israel is complex, as their identity is both Israeli and Palestinian. This is generally complicated by the backdrop of the Israeli–Palestinian conflict and becomes especially complex during periods of intense violence, such as the war in Gaza that started in October 2023.

In recent years, several studies addressed the unique situation of the Arab education system in Israel with respect to leadership, reform, and social justice. For example, Zatut (2023) explored the policy of the Ministry of Education in Israel regarding national identity in Arab state schools and found that there is a prohibition to discuss deeply the national Palestinian identity in fear of incitement and support for terrorism, and this situation increases feelings of confusion and alienation among the Arab students. According to Francis (2022), in order to promote leadership for citizenship partnership in the Arab educational system, citizenship education in the Arab society should begin as early as possible, even at pre-school.

Although partial success has been achieved in reducing educational gaps between Jewish and Arab students, a gap in achievement still exists that favors Jewish education. For example, in 2017, only 19.5% of Arabs working in Israel had an academic degree, compared to 40.6% among the Jewish population. In the past decade, the number of academic degree holders has increased in the overall population, but the gaps between Arabs and Jews in Israel have only slightly decreased (Hadad Haj-Yahya et al., 2021). Due to these processes, the primary goals of the Arab educational system in Israel are instilling its students the tools, knowledge, skills, and abilities which will allow them to fulfill their full potential to best integrate in the academy and employment (Thauko et al., 2022).

2. Materials and Methods

2.1. Research Design

The method chosen to explore the research questions was a qualitative approach addressing the phenomenon from a holistic perspective. This study is based on a qualitative naturalistic paradigm, grounded in a phenomenological–interpretive perspective. This approach aims at listening to and interpreting the participants’ narratives, in order to understand how they act, perceive, and position themselves within their natural environment, to identify the experiences that are subjectively meaningful to them, and to explore the personal interpretations and meanings they assign to these experiences (Karniely, 2010). In this case, the study examined the principals’ perceptions and practices from multiple perspectives—those of the principals themselves and of other school/community members—as detailed below. This approach considers the developmental factors in the environment and makes it possible to learn about personal and/or organizational behavior, as well as the processes occurring within the surrounding environment (Yin, 2012).

2.2. Participants

This study focused on four schools within the Arab education system in Israel. The selection of the four schools was based on a purposive sampling strategy, designed to capture variation across different types of Arab schools in Israel in terms of geographical location, community context, socioeconomic status of the students, religious orientation, school size, and other characteristics.

Table 1. School and student characteristics in the participating schools.

School Num	Location	Type	Number of Students	Number of Classes	Students per Class	Number of Teachers	Gender	Socioeconomic Status	Religion
1	North of Israel	Urban	800	30	28	80	Balanced	Medium	Not religious
2	Haifa district	Urban	900	31	29	100	Girls’ school	Low	Religious school
3	Haifa district	Rural	700	27	25	80	Balanced	Medium	Religious orientation
4	Center of Israel	Rural	700	24	31	60	40% boys, 60% girls	High	Not religious

summarizes the main characteristics of these schools.

As seen in Table 1, the selected schools exhibit diverse characteristics in terms of geographic location, type of student population, gender composition, students’ socioeconomic status, and religious orientation.

Fifteen participants from each school took part in this study, resulting in a total of 60 participants. The participants from each school included the two principals (middle school and high school), the regional supervisor from the Ministry of Education, four teachers, four parents, and four students. The teachers and parents from each school were selected through convenience sampling, in which the researcher approached teachers and parents in schools until a quota of four teachers and four parents, who agreed to participate in the study, was reached. When parents agreed to participate, their child who studies in that school, also participated. During the interviews with the parents, consent was obtained to interview their children attending the school, and the consent from the children was also obtained.

Table 2. Participants and their positions.

Position	Num. Within Each School	Total	Mean Years of Experience (Range)	Gender-%Males	Educational Background
Principals	2	8	9.6 (1–14) *	75%
Teachers	4	16	17.25 (7–34)	37.50%	Sciences, Biology, Chemistry, Languages, English, Counseling, Evaluation
Parents	4	16		50%
Students	4	16		37.50%
Regional supervisor	1	4	29 (25–35)	100%
Total	15	60		50%

* Years as a principal.

summarizes the participants.

2.3. Data Collection and Tools

Data collection took place over five months, from February to June 2022. The study incorporated semi-structured interviews and observations, allowing for a variety of perspectives. The interview’s questions covered a variety of aspects surrounding the principals’ leadership perceptions and practices, such as social justice and equity, social mobility, and student empowerment. The questions were tailored to the participants; that is, slightly different questions were created for each group. For example, when discussing the topic of social mobility, the principals were asked: “What is the role of the school principal when it comes to the students’ ability to advance in society as they mature?”. The teachers, on the other hand, were asked: “What does your school do to promote the social mobility of the students?”; the parents were asked: “To the best of your knowledge, what does the school principal do to promote social mobility of the students?”; and the students were asked: “In your opinion, is it the responsibility of the school to ensure your ability to progress in society in the future (and in what ways), or is it the responsibility of someone else, such as the students themselves, parents, or someone else?”.

In addition to the interviews, two full-day “semi-open” observations were conducted in each school, following the observation protocol for an educational setting (Karniely, 2010). The observation protocol consisted of two parts. The first part was based on an observation guide and included the following components: physical structure, participants, activities and interactions, conversations, and hidden aspects. The second part was a reflective diary, in which the researcher recorded ideas, comments, feelings, thoughts, cues, and interpretations about the collected data, which were integrated into the data analysis. The observations made were focused on the school principals’ interactions.

Overall, 60 interviews and eight observations were conducted at the four schools. Informed consent was obtained from all interviewees, who were assured that all identifying information would be anonymized and that none of their details would be disclosed to the public.

The study received ethical approval from the Bar Ilan University institutional review board. In addition, approval was obtained from the Chief Scientist’s Office of the Israeli Ministry of Education.

2.4. Data Analysis

Data were gathered and analyzed concurrently in a continuous process. Three stages of analysis were employed: condensing, coding, and categorizing. The first step involved identifying data segments relevant to the study’s focus (Miles et al., 2014). In the second stage (coding), each relevant data segment (speech segment) was coded based on the components it expressed (Gibbs, 2007). In the third stage (categorizing), comparable utterances were clustered to generalize their meanings and to derive categories and themes (Richards & Morse, 2013). This process was conducted separately for each school, followed by a comparison between the cases.

In qualitative exploration, researchers should be mindful of how their backgrounds and personal experiences influence their theoretical and methodological perceptions concerning the inquiry. As the researcher of this study, I have extensive teaching experience in the Arab education sector in Israel and am currently an educational leadership researcher. This has enabled me to become more aware of the conceptual and methodological issues relevant to the current research.

3. Results

In answering the research question, four themes emerged: transformative leadership through promoting grades and achievements; transformative leadership through emphasizing emotional and social aspects; transformative leadership through empowering students and promoting student leadership; and transformative leadership through developing skills and abilities. It was found that, within the local context of the Arab minority in Israel, the principals’ perceptions and practices were directly connected to aspects such as social mobility, social justice, and equity.

3.1. Transformative Leadership Through Promoting Grades and Achievements

According to the perceptions of six of the eight principals (75%), transformative leadership is significantly implemented through their deliberate and strategic efforts to raise students’ academic achievements. Rather than viewing academic success as a narrow or elitist goal, most of the participants conceptualize it as a powerful lever for social mobility and equity. In their view, improving grades is not only a matter of individual student performance but also a collective mission that challenges systemic educational disparities faced by Arab communities. Principals and many teachers (10 out of 16—62.5%) described how they set high expectations for all students, invest in supportive settings such as tutoring, mentoring, and data-driven interventions, and promote a school culture where achievement is both celebrated and accessible. By framing academic excellence as a right rather than a privilege, the principals enact a core tenet of transformative leadership, disrupting inequitable structures and creating conditions for all students to succeed.

According to the perceptions of most of the principals, academic achievement is important and is regarded as one of the primary goals of the educational process—even when other goals are important as well. For example, Ziad, one of the high school principals, explained:

We are talking about values and principles, but at the end of the day, we are measured by grades… If a student gets a very high score on the psychometric test, everyone in the area will talk about him.

In this example, it can be seen that, according to the high school principal’s perception, achievements and grades were highly significant, as they served as key measures of both the student and the school. He even states that exceptionally high grades make a student known throughout the entire area. Hasan, one of the middle school principals, demonstrated the importance of achievement: I try to cut down learning gaps so that everyone will get an average of more than 70. I don’t want less than 70. In this quote, it is evident that grades are an official goal of the principal and represent a standard of desired achievement.

One of the teachers, Jamal, described the importance of grades and added that they promote self-confidence among students:

Usually, a student with high grades also has confidence and believes in himself; he has no problem trying new things. On the other hand, students with lower grades often lack confidence… Students with good grades set goals like studying at university and advancing in society.

This example shows that teacher Jamal, who was also a vice principal, viewed achievements as important both as a means for social mobility and as a factor that promoted students’ confidence and self-belief. Nassr, the father of a 12th-grade boy, stated: Promoting students’ achievements is critical for their future advancement in society. This quote reflects the perception that achievements and grades are ‘entry tickets’ to greater opportunities in education, employment, or social status.

Nevertheless, from the principals’ perceptions regarding grades and achievements, a central question arises: do the principals see grades as important because they help the students succeed within the existing social structures, or are achievements a real transformative tool for social change? This question remains open and will be further discussed.

A slightly different opinion regarding achievements and grades was presented by Salah, the supervisor from the Ministry of Education:

I think the role of the school is changing. I mean, every school is a source of grades… but we have asked to stop this, grades are not everything. I don’t want students with high grades but with no contribution to the social aspect, who can’t define their nationality, their identity… I think the school should take more responsibility for social mobility.

In the above quote, it is shown that Salah, the supervisor who played an important role in managing schools in the area, believed that achievements and grades were not the most important means in transformative leadership, and that other important means existed too, such as developing identity and social leadership. He elaborated further: In my opinion, there should be a change in thinking, toward an approach that addresses the entire educational continuum.

In these words, Salah, the educational supervisor, criticized the shared perception of the high importance of grades and expressed his opinion that the evaluation of students should include a more comprehensive approach, rather than an emphasis on grades. Based on his two quotes presented above, according to Salah, the supervisor from the Ministry of Education, transformative leadership should encourage students to develop their social awareness, national identity, and other personal abilities alongside grades and achievements.

In the observations made in the schools, various examples were found to support the general perceptions of the school principals regarding the importance of academic achievements. For example, it was found that one school offers a free-of-charge course for all students, preparing them for the psychometric test. This course was given for the second year in a row and was developed in cooperation between the school, a professional company, and the Ministry of Education. In other schools, several programs and workshops focused on the preparation for and selection of career paths for students, in which grades are highlighted as an important means of gaining access to higher education. For example, in the “Dream Workshop” that was administered in one school, it was emphasized to the students that in order to enable themselves multiple choices in their future, grades are highly important. Generally, the observations support the described perceptions and practices of the school principals, who view fostering academic achievement as an essential part of transformative leadership.

3.2. Transformative Leadership Through Emphasizing Emotional and Social Aspects

One of the key ways in which school leaders in Arab schools in Israel enact transformative leadership is through a strong emphasis on the emotional and social development of students. Recognizing that academic success is deeply intertwined with students’ sense of belonging, well-being, and interpersonal relationships, all of the eight principals prioritize creating a supportive, inclusive, and emotionally safe school environment. Rather than focusing solely on measurable academic outcomes, they actively cultivate a school culture that values empathy, mutual respect, and emotional resilience. In doing so, they challenge the traditional boundaries of educational leadership and embrace a more holistic, student-centered approach.

All of the principals and most of the other school staff members (14 of the 16 teachers—87.5%) emphasized emotional and social aspects as significant tools within their transformative leadership approach. For example, Daud, one of the high school principals, emphasized equity:

I am in favor of equity; there should be no difference based on the background of the students. If a student is very polite but less academically gifted, we should provide them with more support and attention to help them improve their achievements.

This statement reflects the principal’s belief in equity, providing tailored support to meet individual needs rather than treating all students identically. The high school principal highlighted the importance of equal opportunity among students and the significance of fair treatment based on fundamental equity. He continued, connecting this factor to emotional aspects: But as teachers, we can change everything. If we consider them, provide security, support, love, and warmth […] we enable them to become successful and influential in their society. Thus, the high school principal underscored the inclusion and support of students as a basis for the emotional aspects. These perceptions were also evident among other interviewees in different schools. For example, Abeer, one of the middle school teachers, stated:

And what is important for us is the educational matter, how to raise projects, programs, even in educational lessons. In these lessons, you can instill values and skills in students […] to develop the psychological and social aspects of students.

In other schools, there was also an emphasis on emotional and social domains, mapping the students’ social and emotional aspects and implementing follow-up practical activities as foundations for students. Yasin, one of the high school principals, remarked: We see that many students succeed in fulfilling their social goals. For example, when there are elections for the Student Council, we find that even students with lower academic achievements excel in these areas. In the principal’s view, setting social goals for students was just as important as setting academic goals. He believed that for several students, establishing goals of this nature helped them fulfill their potential. These perceptions are closely linked to transformative leadership, since it deals with encouraging students to be active agents in the broader society, and promote social change.

Although this theme was common to all four schools, a certain difference was noted. An example can be found in the words of Ali, one of the regional supervisors:

The concept of SEL, social–emotional learning—what does it mean? If I want to prepare the child up to the age of 18 and equip them with all the skills, I have to take full responsibility for all areas of the child’s development. It can’t be that I focus only on academic achievements and grades while ignoring other matters.

The regional supervisor thus desired that the focus on the social and emotional aspects of the students be more direct and emphasized. In another school, the focus on these aspects was indeed strong and direct. Abas, the middle school principal in this school, observed: We offer the student options to fulfill himself in all areas, part of which is the social aspect, where the student sees himself as special despite his lower achievements. The principal considered it important for students to find fulfillment in social aspects and to provide opportunities for students who do not excel academically to develop and showcase their personal abilities.

This theme revealed that interviewees in most schools emphasized the social and emotional aspects among students as a key component of transformative leadership. However, the degree of emphasis on these aspects varied, with some schools demonstrating a stronger focus than others. Nevertheless, in all schools, social and emotional aspects were viewed by the principals as part of their transformative leadership, since it deals with connecting students to broader social change.

3.3. Transformative Leadership Through Empowering Students and Promoting Students’ Leadership

A central dimension of transformative leadership in Arab schools in Israel is the active effort to empower students and foster their leadership capacities. Most of the principals (five out of eight—62.5%) view students not merely as passive recipients of knowledge but as active agents capable of initiating change within their communities. These leaders strive to build students’ self-efficacy, encourage independent thinking, and create structures in which students take on meaningful roles in shaping school culture and initiatives. This approach aligns with the core principles of transformative leadership, which emphasize independence, critical consciousness, and being active agents in society (which is connected to the concept of praxis as described by Freire). By nurturing student voice and leadership, school principals aim to challenge traditional hierarchies in education and promote a more participatory and democratic learning environment—one in which students see themselves not only as learners but also as emerging leaders with real influence.

In many cases, significant emphasis was placed by the principals on student leadership and empowerment. In one school, for example, this emphasis was evident in the principal’s belief that promoting these aspects among students is closely related to transformative leadership. This principal, Ziad, stated: I allow the students to participate and be involved in activities. I enable them to be part of decisions. I believe in having conversations with the students, listening to them, and considering their opinions. The principal focused on empowering students and fostering their sense of personal responsibility. Another middle school principal, Abas, added:

For example, I have a project called “I am a leader in my school,” which is very important to me. That is how I start to teach the student the basic principles of leadership. I have to place her in a bigger situation and tell her: “You are the leader in the city as well!” How will she become a social leader if she is not first a leader in the school?

This initiative aims to instill a sense of leadership in students by providing them with practical opportunities to develop self-confidence and take on responsibilities, and seek change within their school community.

In another school, the principal focused on strengthening existing talents among students and implementing processes aimed at fostering their independent personalities. Salman, the high school principal, described: Despite all the difficulties of this period and the concern about the matriculation exams and future studies, the school still has an impact in sharpening the human personality of the students and strengthening their talents. Here, the high school principal characterized these empowerment aspects as significant processes that occur alongside academic development. Additionally, some principals viewed their role as highly focused on providing guidance for the students’ futures. For example: My role as a principal is to enable the students to achieve goals and their future successes. High school is a stage before academia. This high school principal, Yasin, thus emphasized his role in empowering students and the school’s function as a guide for their futures.

In this theme, most of the schools shared several similarities regarding the importance of student leadership and empowerment as aspects of transformative leadership. However, the references to these issues were more diverse and comprehensive among some principals, and more focused among others.

Hasan, one of the middle school principals, also highlighted the connection between skills and student leadership:

For example, we have a course on digital leadership. I have included grades 7 and 8. It’s a lot of money, but the goal is to empower the students so they can stand up, talk, and people will listen.

In the above quote, Hasan, the middle school principal, described the combination of leadership and skills as important for student empowerment. He also highlighted his perception that the connection between skills and leadership should begin to be developed at a young age.

The same idea was also evident in the words of Imad, one of the teachers: About the courses, the principal chose digital leadership. He insisted on this, although we heard that the course is not so good… he wanted the students to gain experience and confidence. Here, it is shown that, in the eyes of the principal, the connection between leadership and skills is important for the students’ development, and he insists on implementing such courses. Yet, it is important to note that some principals were more concerned than others with the importance of encouraging students to lead for broader social change, whereas others viewed their role as consisting in equipping students with tools for success, regardless of their impact on the broader society.

During the observations conducted in the schools, it was also noted that students used technological tools across various projects to promote creativity, lead social change, and support moral issues. For example, in a digital leadership project, the students prepared and used various technological tools such as social networks and other digital platforms to promote social ideas and values, and to develop ways to make their voices heard and create an impact on broader society. Multiple examples of leadership and social awareness projects prepared by students can be found on YouTube, Facebook, and Instagram, in various fields such as science and ethics, digital leadership, and the development of personal leadership skills. A specific example from the Facebook page of a school program presents a cooperative project between students and parents, aiming at developing and offering innovative learning methods adapted to the digital era, and presenting them to educational administrators. The observations show that the connection between digital skills and student leadership, as emphasized by the principals, is practically implemented.

In sum, this theme focuses on the transformative leadership of the principals through the promotion of student leadership and empowerment, particularly by using various tools such as digital and technological platforms, which help the students become active participants in the broader society. Through various platforms, students learn to confront inequitable structures and exclusionary policies, and to express their voices and leadership skills for the benefit of their own community and social group. While the development of 21st-century skills such as digital literacy and creativity is addressed in this section as part of student leadership and empowerment, a broader discussion of skills and capabilities as a transformative leadership strategy will be presented in the next theme.

3.4. Transformative Leadership Through Developing Skills and Abilities

A prominent expression of transformative leadership in Arab schools in Israel lies in the commitment to developing students’ skills and abilities, particularly in the realm of 21st-century competencies and technological literacy. Recognizing that the rapidly evolving global landscape demands more than traditional academic knowledge, most of the school principals (seven out of eight—87.5%) emphasized the importance of equipping students with the tools necessary for success in a dynamic, digitized world, and take an active part in this transformation. This includes fostering creativity, problem-solving, digital fluency, and collaborative skills. Through targeted programs, curriculum adaptations, and extracurricular initiatives, principals strive to nurture versatile, future-ready learners. This orientation reflects a transformative vision of education that seeks not only to transmit knowledge but also to prepare students to be proactive, adaptive, and empowered participants in modern society. While some of these themes have already emerged in the context of student leadership, this section focuses specifically on the cultivation of technological and cognitive capabilities as a central component of transformative leadership.

In this theme, some similarities were found between the various schools and principals, along with significant differences. In most schools, principals placed great emphasis on skill acquisition as part of their transformative leadership perceptions. Some of the school principals actively engaged in developing skills that could practically assist students’ social mobility. These skills begin at the most fundamental level. Salman, one of the high school principals, described:

From my perspective, when a student starts to learn and develop, even if she just holds a pencil and copies from the board, it means she has begun to learn and grow […]. From here, social mobility also arises. Now she can continue her studies in the future and will have a different status in society.

According to this principal’s perception, even the most basic skills taught at the school, such as writing and copying from the board, are an essential part of his transformative leadership. The same high school principal elaborated:

For example, we have an early childhood track, which is very suitable for middle-level students. Through this program, they receive a full matriculation certificate; all 25 students complete it. Secondly, they can apply to an educational college to study for a degree in early childhood education and immediately start working. They will be able to open a private kindergarten or work in a kindergarten. Not all students have abilities in fields such as medical sciences, computer sciences, or physics.

The principal’s perception is thus centered on skills that can practically help students obtain employment and access education in the future. Yet, this description is transformative only partly, since it focuses on helping the students succeed in the existing social structures, and not necessarily promote social change.

According to some principals, skills that are connected to transformative leadership should be focused on the technological field. The way school principals invest resources in acquiring technological knowledge for their students serves as a foundation for future integration into society, including roles in the hi-tech industry. As Ziad, a high school principal, observed:

If you want to study medicine or any non-medical profession like pharmacy or nursing, you must study 5 units of mathematics and 5 units of English. Also, electronics, if you are interested in the field of computing and high-tech, and so on.

This high school principal placed great importance on acquiring a technological knowledge base, primarily through studies in mathematics, English, and, subsequently, electronics. The principal elaborated: We are considering allowing them to continue their studies here, in grades 13–14, which will allow students to receive a diploma in engineering professions such as electricity, telecommunications, and other subjects. This strategy demonstrates the school’s commitment to equipping students with in-demand technological skills, aligning their education with labor market needs. The school principals thus consider the acquisition of a technological knowledge base for students as a means of social mobility. This was evident in the case of other interviewees. Most of the teachers (14 out of 16—87.5%) described their principals’ emphasis on students’ skills and abilities, particularly in the technological domain, as part of their transformative leadership. For example, Aya, one of the teachers, said: Our school is one of the best in terms of computing, electronics, etc. It is equipped properly. It can be seen that the emphasis placed by school principals on the importance of technological skills is also described and acknowledged by the school staff. Yet, once again, it is important to ask: does promoting social mobility of individuals mean transformative leadership, or is it just integrating, or even succeeding, within the social inequity structures?

In summary, in this theme, it is evident that in most of the schools, the principals and other members of staff perceive skill development as an important part of their transformative leadership. Nevertheless, according to some principals, these skills are general and practical, whereas others place the focus on technological skills.

Lastly, it is worth adding the point of view of Salah, one of the educational supervisors:

In my opinion, until the COVID-19 crisis, they believed in frontal learning. They were forced to get into remote learning… now, 21st-century skills, in my view, is that I, as a teacher, will guide the student so that he will become a small researcher in the enormous worldwide database.

Through the above quote, it is shown that Salah, the educational supervisor, viewed 21st-century skills as the development of independent research abilities, which was accelerated during the COVID-19 crisis. This view also supports the perception described by the principals regarding the connection between digital skills and transformative leadership.

4. Discussion

This study explored how school principals in the Arab minority in Israel perceive their transformative leadership role in promoting social mobility and social justice. Through in-depth qualitative interviews with eight principals, as well as 16 teachers, 16 parents, 16 students, and 4 regional educational supervisors, the research examines how the principals’ perspectives align with or diverge from the principles of transformative leadership as conceptualized by Shields (2010, 2017). The thematic analysis revealed several key themes, including (1) promoting grades and achievements, (2) emphasizing emotional and social aspects, (3) empowering students and promoting students’ leadership, and (4) developing skills and abilities. These four themes were found to be integral to the principals’ transformative leadership, as within the current social and political context of the Arab minority in Israel, they are directly connected to social mobility, social justice, and equity.

One of the central themes that emerged from the data is the principal’s active role in promoting academic achievement and improving students’ grades. This theme reflects the findings of Wilson (2016), who emphasized that transformative leaders tend to select teachers capable of addressing challenges such as low achievement, while preserving their belief in the students’ ability to succeed. This also aligns with Shields’s (2010, 2017) conception of transformative leadership, which links social justice with academic outcomes and views the improvement of achievement as inseparable from inclusive leadership. The principals’ perceptions in aspects such as targeted tutoring programs or closely monitoring academic progress are actions rooted in a socially aware perspective. These actions support the argument that transformative leaders do not view achievement as a narrow, technical goal, but rather as a means of advancing educational equity and breaking cycles of disadvantage. That is, according to the perceptions of these eight Arab school principals in Israel, promoting achievement among their students is not only a path for their social mobility but also a means for broader societal change for the disadvantaged Arab minority.

Another main theme that emerged from the data is the principals’ emphasis on students’ emotional and social well-being as an integral part of the school’s educational mission. Rather than treating academic performance in isolation, the principals demonstrated a deep awareness of students’ emotional states, family situations, and social needs. This approach is consistent with Shields’s (2010) notion of transformative leadership, which calls for an ethic of care and a commitment to addressing systemic inequities that affect students’ experiences. The principals’ decisions to implement social–emotional learning programs, assign dedicated staff for emotional support, and maintain close relationships with students reflect this broader understanding of leadership. By fostering a sense of belonging and attending to students’ emotional needs, the principal creates the conditions for both personal and academic growth. As Quantz et al. (1991) argues, without a critical response to structural forces, even well-intentioned leadership risks reproducing inequality. The active emphasis of the principals on social and emotional aspects aligns with this view.

A third theme that arose from the data is the principals’ commitment to empowering students and promoting student leadership. This empowerment was reflected in various initiatives, such as involving students in decision-making processes, creating platforms for student voice, and encouraging student-led projects that address social issues. These practices align closely with the core principles of transformative leadership, particularly as articulated by Shields (2010), who emphasizes the importance of creating democratic spaces within schools where power is shared and students are seen as active agents of change. This aligns with Freire’s notion of praxis, which refers to the ongoing cycle of reflection and action through which learners critically examine their reality and actively engage in transforming it (Freire, 1990, 2005). By fostering student leadership, the principals challenge traditional hierarchical structures and cultivate a school culture grounded in participation, agency, and responsibility. This approach also aligns with Weiner’s (2003) claims that socially just leadership must include opportunities for marginalized voices to be heard and empowered.

The fourth theme highlights the principals’ emphasis on developing students’ individual skills and abilities. This focus goes beyond mere academic achievement and includes fostering creativity, critical thinking, collaboration, and practical life skills. Such an approach is consistent with inclusive and transformative leadership models that call for a holistic view of education. Essentially, it fits Freire’s notion of critical consciousness, which refers to the capacity of learners to recognize and question social, political, and economic contradictions in their lives, and to develop the awareness necessary to act against oppressive structures (Freire, 1990, 2005). As Shields (2010) argues, transformative leadership seeks not only to improve test scores but also to support the full potential of each student by attending to their unique talents and needs. Similarly, it aligns with the idea that transformative leadership can promote the social mobility of students through aspects such as fostering skills and abilities (Greaves et al., 2014), promoting 21st-century skills (Pan et al., 2017), and supporting students’ belief in themselves (Shields, 2017).

In answering the research question “How do school leaders in Arab schools in Israel enact transformative leadership in their efforts to promote student social mobility and social justice?”, the findings reveal that school leaders engage in multifaceted strategies that align with the principles of transformative leadership. These include prioritizing academic achievement, attending to students’ emotional and social needs, fostering student agency and leadership, and developing essential life skills. Rather than merely managing institutions, these leaders strive to reshape the school culture and learning environment in ways that promote equity, inclusion, and long-term social mobility. Their actions reflect a deep awareness of structural inequalities and a commitment to challenge and change them through education.

An inherent tension arises when considering whether the practices observed in this study are truly transformative, that is, challenging the existing social structures, or rather, they are forms of highly effective leadership that enable the students to succeed within the existing inequality structures. This tension reflects the distinction between transformational leadership (Bass & Avolio, 1993) and transformative leadership (Shields, 2010, 2017). According to Bass’s model, transformational leadership emphasizes inspiring and motivating followers to improve organizational effectiveness and individual performance within the existing system. In contrast, Shields’s model of transformative leadership requires a moral and political commitment to equity and social justice, aiming at challenging structural inequities and disrupting the status quo. This raises the question of whether the themes identified in the current study genuinely advance social justice in the multidimensional sense, as articulated, for example, by Fraser (2000).

When examined through the lens of Fraser’s (2000) framework of social justice, the themes identified in the current study appear to advance all three dimensions of social justice: redistribution, recognition, and representation. Importantly, the advancement of these three dimensions becomes particularly evident when examined within the specific social and political context of the Arab minority in Israel. For example, the principals’ efforts to raise academic achievements clearly promote redistribution, by seeking to reduce educational and economic inequalities, experienced by Arab minority students compared to their Jewish counterparts. Their focus of social and emotional aspects clearly reflects recognition, as they enhance their students’ identities, dignity, and sense of belonging within the conflictual Israeli society, where Arab minority students are, in many ways, marginalized. By fostering students’ agency and leadership, they also promote representation and opportunities for students to make their voice heard, thereby enhancing their capacity to drive social change in favor of their own social group. By enhancing skills and abilities, they promote all three dimensions—redistribution, recognition, and representation. Taken together, these practices suggest that in the specific social and political context of the Arab minority in Israel, the principals’ leadership truly strives to promote social justice; that is, it is genuinely transformative.

This study contributes to the theoretical understanding of transformative leadership by highlighting the nuanced ways in which principals integrate values of social justice, equity, and inclusion into their everyday practices. While existing models, such as those proposed by Shields (2010), emphasize the importance of transformative leadership in challenging structural inequities, the current findings add depth to this framework by demonstrating how such leadership is expressed through concrete pedagogical priorities, such as promoting academic achievement, fostering students’ emotional well-being, and encouraging student empowerment. The study strengthens the argument that transformative leadership is not merely a managerial or performative role but a deeply moral and activist practice.

The practical implications of this study lie in its potential to inform educational leadership training programs and policy development. By illustrating how school principals translate transformative values into specific practices, such as fostering inclusive learning environments, supporting students’ emotional needs, and promoting student leadership, the findings offer concrete strategies that can be implemented in diverse educational settings. These insights can help guide school leaders who wish to move beyond traditional managerial roles and adopt a more holistic and socially responsive approach. This is especially important in the context of transformative leadership within minority groups, which aspire to social mobility in the broader society on one hand and social change on the other.

Final important notes should be presented to situate the findings in the relevant politico-social context. The relationship between the Arab minority and the Jewish majority in Israel has long been marked by complexity and tension, and this has only intensified in the wake of the Israeli–Palestinian conflict, particularly following the events of 7 October 2023, and the subsequent war in Gaza. As noted in the literature review, previous research has shown that educational state policy in Israel restricts Arab schools from explicitly addressing Arab–Palestinian identity in the curriculum, a prohibition that contributes to students’ confusion and sense of alienation. Against this backdrop, the principals in this study attempt to navigate their transformative leadership within highly constrained circumstances. Their efforts to promote equity, recognition, and representation must be understood not in a neutral educational space, but in one where broader political and social forces actively shape what can and cannot be addressed. This reality underscores both the significance and the limitations of their leadership, as they strive to advance social justice and mobility while operating under conditions of systemic restriction and ongoing conflict.

Despite its valuable insights, this study has several limitations that should be acknowledged. First, the qualitative nature of the research, and especially the small number of principals within the total sample, limits the generalizability of the findings. The study focused on a specific group of school principals within a particular cultural and educational context, which may not fully represent the diverse realities of other regions or educational systems. Another limitation is that the interviews were conducted with each interviewee at a single point in time, making it impossible to track long-term processes and changes.

5. Conclusions and Future Directions

Building upon the insights of this study, future research could explore several promising directions. First, comparative studies across different cultural or socioeconomic contexts may help determine how transformative practices manifest in different environments. Second, longitudinal studies could examine the long-term effects of inclusive and socially just leadership on student outcomes and school climate. Finally, integrating mixed-methods approaches, combining qualitative insights with quantitative measures of school performance and student well-being, may enhance the depth and validity of findings.

The findings of this study highlight the importance of adopting a transformative leadership approach as part of national and local educational policy. Policymakers are encouraged to prioritize leadership development programs that emphasize social justice, inclusion, and the emotional and social well-being of students, alongside academic achievement. Additionally, it is recommended to implement changes in evaluation methods for school leaders, to include indicators of socially oriented practices and student empowerment. Creating supportive conditions, such as autonomy for principals, resources for community engagement, and professional development on inclusive practices, can enable school leaders to implement transformative strategies more effectively.