Akademik Veri Yönetim Sistemi
CURRENT PSYCHOLOGY, cilt.44, ss.17545-17558, 2025 (SSCI, Scopus)
In an era marked by significant population mobility, schools are increasingly characterized by student diversity. Effectively managing this diversity and understanding the role of leadership styles in fostering inclusive environments have become crucial. Migrant students frequently encounter discriminatory behaviors, including xenophobia, within educational settings. Recognizing that combating xenophobia depends on the cultural sensitivity of teachers and the proactive role of school principals, this study investigates the relationship between social justice leadership and teachers' xenophobic attitudes. Drawing upon social contact and spillover theories, the study explores the mediating roles of diversity climate, social contact quantity, and social contact quality in this relationship. Employing a cross-sectional design, data were gathered from 405 teachers (68.1% female, Mage = 37.67, SD = 8.53) in T & uuml;rkiye. Participants completed measures assessing social justice leadership, diversity climate, xenophobia, and social contact. The findings revealed that social justice leadership positively predicted teachers' perceptions of diversity climate and the quality of their social contact with migrants. While it did not directly impact xenophobia, it influenced it indirectly via social contact quality. These results offer theoretical contributions to the development of social contact and spillover theories and underscore the practical importance of combatting xenophobia in educational settings and fostering meaningful interactions with migrant students through socially just leadership practices.