Inequalities in the Polish educational system. Anomie between school principals, practice and policy expectations

Educational inequalities have become one of the most urgent challenges in contemporary education in Poland. School leaders are pivotal in addressing these disparities, yet they often face structural and socio-economic barriers that hinder the implementation of inclusive policies. Drawing on Durkheim and Merton’s theory, the research identifies two dimensions of anomie: organisational infeasibility and leadership disintegration. Using qualitative methods, including focus groups and individual interviews with educational leaders, the study reveals a disconnect between policy expectations and practical realities. Research results indicate that anomie encompasses two dimensions: a breakdown in organisational feasibility and a breakdown in educational leadership.