School principals’ perspectives on non-Arabic speaking students through a social justice lens: Q methodology research

This Q methodology study investigates how school principals in Qatari government schools perceive their experiences with non-Arabic speaking students through a social justice leadership lens. We draw on a number of theoretical perspectives and conceptualizations to operationalize our exploration of school principals’ interactions and entanglements with social justice in the context of a centralized educational system. The analysis of 24 Q sorts revealed four distinct factors, namely (1) a strict adherence to language policies, (2) reliance on ministerial responsibility, (3) assumption of personal responsibility, and (4) a pragmatic approach with limited concern. These viewpoints reveal principals’ varying degrees of agency, cultural responsiveness and alignment with social justice principles that are shaped by systemic constraints and axiological philosophies. We discuss the results in light of the tensions that principals face as they adhere to institutional expectations while attempting equitable practices, and offer insights into how principals navigate power dynamics and advocate (or not) for non-Arabic speaking students within a pluralistic, yet regulated context.