THE INFLUENCING FACTORS OF STUDENT PERFORMANCE AT MEIHUA MIDDLE SCHOOL THROUGH THE LENS OF SOCIAL JUSTICE LEADERSHIP THEORY
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Abstract
The objectives of this study were: 1) to examine the relationship between equitable resource distribution and student performance, 2) to examine the relationship between inclusive curriculum and teaching practices and student performance, and 3) to examine the relationship between a positive school climate and culture and student performance. The study focuses on measuring variables related to Social Justice Leadership Theory within the context of Meihua Middle School. Out of the 800 surveys distributed at Meihua Middle School, 700 were returned, resulting in a % response rate of 87.5%. After excluding 50 surveys due to missing data or inconsistencies, 650 surveys, accounting for 92.86% of the returned surveys, were deemed valid and suitable for analysis.
The research found that there was a positive correlation between equitable resource distribution and student performance, inclusive curriculum and teaching practices were positively associated with student performance, and a positive school climate and culture, characterized by support, respect, and inclusivity, was significantly related to higher student performance. In response to these findings, the Middle School proposed academic performance improved strategic measures including strengthening equitable resource distribution, enhancing inclusivity in curriculum and teaching, fostering a positive school climate, and establishing mechanisms for continuous monitoring and feedback. Social Justice Leadership Theory (SJLT) can address these issues by promoting inclusivity, equitable resource distribution, and support for marginalized students, ultimately fostering improved student performance and engagement. These recommendations were tailored to the school's specific context and needs, grounded in empirical evidence from the study.
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