School leadership is one of the most frequently studied topics in the field of educational management and leadership. Many studies have shown that various leadership types influence school processes, outcomes and structures.  Many processes and outcomes such as ensuring school effectiveness (Tatlah and Iqbal, 2012), increasing student achievement (Bilge, 2013; Jacobson, 2011), strengthening organizational commitment (Akan and Yalçın, 2015; Buluç, 2009), improving school health (Cemaloğlu, 2007; Fliegner, 1984; Recepoğlu and Özdemir, 2013), improving school culture (Turan and Bektaş, 2013), building organizational trust etc. (Arabikoğlu and Demir, 2014) are shaped by the leadership styles of school principal. In addition, it is expected that school principals will develop learning communities, develop professional capacities of teachers, make recommendations for parents, decision making by cooperation, and resolve conflicts. However, school principals are expected to respect and respond to the needs and demands of families with different cultural, ethnic and socio-economic backgrounds (Shields, 2004).

In recent years, there has been a growing interest in social justice leadership in the field of educational leadership (Blackmore, 2002; Bogotch, 2002; Marshall and Oliva, 2006), due to the increasing concentration of school-centered efforts to make equal and fair use of educational services (Kondakçı, Kurtay, Oldaç and Şenay, 2016) particularly for students suffering from low socio economic conditions and immigration. While traditional leadership approaches are closely related to the management of organizational activities in order to increase student success, social justice leadership is considered an alternative approach (DeMatthews, Edwars and Rincones, 2016). Social justice leadership refers to a social and moral obligation required in the process of developing fair school practices, processes and outputs for students regardless of race, socioeconomic level, culture, gender and disadvantageous situation (Jean Marie, Normore and Brooks, 2009). Social justice leadership which is very important for disadvantaged regions (Dematthews, 2014) as it contributes to the development of positive attitudes towards school and increases student commitment (Özdemir, 2017). School principals, as the founders of the new social order, create environments and create opportunities to meet the educational needs of disadvantaged students especially in the areas where there are intense migrations.

In recent years, war in Syria, has led to a growing number of Syrians students especially in Turkey's Southeast Anatolia Region. This situation has increased the inequality of opportunity in the Southeastern Anatolia region, which is already a socio-economically disadvantaged region. Examining the reflections of the school principals working in schools in this region will shed light on the process of strengthening disadvantaged student.

The purpose of this study is to examine the social justice leadership behaviors of principals working in schools with students of diverse background based on student perceptions. For this purpose, the following sub-problems were sought:

• Do the perceived social justice leadership behaviors of school principals differ significantly according to the demographic characteristics of the students?
• Do the social justice leadership behaviors of school principals differ significantly according to the socio-economic level of the schools they work in?

Method This research is based on causal-comparative research design of the quantitative research method. Sampling The sample of the research consists of 300 secondary school students determined by criterion sampling technique. The main criterion of the study is the inclusion of the students in the lower, middle and upper socio-economic backgrounds. 100 students are at the lower socio-economic background (also includes immigrants), 100 students are middle socio-economic backgrounds and 100 students are upper socio-economic backgrounds. Data Collection and Analysis Research data were collected by Personal Information Form developed by the researcher -consisting of questions about the gender of the students, class level, number of siblings, mother’s education, father's education, mother's profession, father's profession, family monthly average income level- and Social Justice Leadership Scale, developed by Özdemir and Kütküt (2015). The scale consists of 3 factors and 24 items. The first factor, support, includes 12 items. The second factor is critical awareness which consists of 9 items and the third factor is participation that consists of three items. The Cronbach alpha value of the scale is 0.94; The Spearman-Brown coefficient value is 0.85 and the Guttman internal consistency coefficient is 0.95. Various inference statistics including t-test, one-way ANOVA and multiple regression analysis are employed for the data analysis.

Finding I am currently working on the data analysis. Significant findings, discussions and conclusions will be provided during the conference.

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