Abstract

This study examines the strategies employed by school leaders in implementing educational equity, as assessed by teacher-respondents. Specifically, it evaluates leadership effectiveness in five key dimensions: Minimum Standards, Equality of Condition, Impartiality, Meritocracy, and Redistribution. Utilizing a quantitative research design, data were collected from 300 teachers through survey questionnaires, and statistical analyses were conducted to determine overall perceptions and demographic-based differences.

Findings indicate that school leaders are generally perceived as strategic in fostering educational equity, with an overall mean score of 3.31, categorized as "Agree – Strategic." Among the five dimensions, Redistribution received the highest rating (M = 3.39), suggesting strong efforts in resource allocation and support for disadvantaged students. Equality of Condition followed closely (M = 3.36), highlighting the prioritization of equitable access to educational opportunities. Conversely, Impartiality received the lowest mean score (M = 3.19), indicating the need for improvement in fairness, transparency, and unbiased decision-making. Statistical analysis revealed no significant differences in perceptions based on age, length of service, or highest educational attainment. However, a significant difference was found in the assessment of Equality of Condition based on sex (p = 0.013), with female respondents rating school leadership's efforts slightly higher than male respondents.

Based on the findings, a strategic plan was developed to enhance the effectiveness of educational equity initiatives. Key recommendations include strengthening impartiality in policy implementation, increasing stakeholder engagement, expanding support for both disadvantaged and gifted students, and addressing gender-related perspectives in educational equity efforts. The study underscores the importance of continuous evaluation and targeted interventions to ensure that all students receive equitable opportunities for academic success.

Keywords

  • Education Equity
  • Inclusive Education
  • Educational Strategies
  • Shandong
  • China

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