Analysis Regarding the Social Justice Model in Respect to Democracy at Secondary School Level

Abstract

This paper examines how the social justice model is perceived by the stakeholders in reference to the democracy in the secondary schools in southern Khyber Pakhtunkhwa, Pakistan. Under the descriptive design, data was sampled by using a stratified sampling of principals, teachers, and students using 7-point Likert scale questionnaire. Descriptive statistics analysis, t-tests, and ANOVA were conducted to compare the results across gender, locality and stakeholder groups. The results indicate a wide urban-rural gap: urban stakeholders had much more positive views of social justice and teacher involvement than the rural ones. There were no statistically significant effects with gender and no significant differences raised between the three stakeholder groups according to professional roles. The geographical location has become the most important factor, not gender or professional title, to form the perceptions. The rural stakeholders continued to give low mean scores, which reflected their dissatisfaction with teacher involvement and democratic education in their schools. Such outcomes indicate that context-specific education policies that cover structural inequalities between urban and rural communities are necessary. The recommendations will be based on equal distributions of resources, professional development targeted to rural educators, and interventions to address the unique issues facing communities in the rural schools in the area.