Preparing school leaders for social justice: An analysis of educational leadership preparation programs in Jamaica.

This article examines the extent to which three educational leadership preparation programs in Jamaica incorporate social justice and social justice leadership into their curricula for aspiring school principals. Using content analysis of 27 course syllabi from these programs, the study found minimal explicit attention to social justice concepts such as equity, diversity, and inclusion, with most focus placed on managerial and administrative leadership skills. While race and social class were acknowledged as marginalized categories, other significant factors like sexual orientation and language background received little to no coverage. The findings suggest a need for policymakers and program faculty to prioritize social justice leadership in principal preparation through clearer leadership standards, curriculum reform, and professional development to better equip school leaders to address educational inequities in Jamaica.