The purpose of the study was to examine if a relationship exists between productive giftedness and social justice leadership in leaders of high-poverty schools. The following research question guided this study: Is there a relationship between productive giftedness and social justice leadership in leaders of high-poverty schools? In the study, 113 leaders of high-poverty public schools throughout the state of California participated in the current study by responding to a researcher-created instrument, "Productive Giftedness and Social Justice (PGSJ) of School Leaders Scale." The instrument attempted to measure different aspects of productive giftedness and social justice. Through multiple iterations of item analysis, the psychometric properties of the items were investigated. Ultimately, the instrument was refined to 18 items with a Cronbach's alpha of 0.845. The validity evidence was investigated through exploratory factor analysis with the results indicating six constructs: "Early Support," "Love of Reading," "Early Aptitude," "Mentorship and Support," "Continued Support," and "Equity Beliefs and Actions." The corresponding Cronbach's alpha were 0.827, 0.961, 0.816, 0.649, 0.851, and 0.753, respectively. Through correlational analysis, 30 significant correlations (p < 0.05) were found among the six constructs and 11 contextual variables. Of those, 20 were positively correlated, while 10 were negatively correlated. Multiple regression analysis indicated that being female and having lower school ELA test score colors were associated with "Early Support." Additionally, being female was found to be associated with a "Love of Reading." Meanwhile, cultural incongruence and being female were found to be associated with "Early Aptitude." Additionally, lower school ELA test score colors, fewer years as principal, higher education levels, and being female were associated with "Mentorship and Support." Lastly, the greater the number of years serving in education and younger leaders were associated with "Continued Investment." Due to the disproportionality of females who participated in the study, the strong association of gender across multiple constructs should be measured. The influence of social justice leadership on leaders of high-poverty public schools was shown to be present. Multiple regression analysis indicated that principals who serve more years as principal at their site, who have higher education levels, and are culturally congruent to the communities they serve are associated with "Equity Beliefs and Actions." It is recommended that additional questions pertaining to "Equity Beliefs and Actions" be added to the instrument to further evaluate the relationship of social justice leadership and productive giftedness. It is further recommended that the instrument be readministered to leaders of California public schools now that annual state testing has resumed following the COVID-19 pandemic in order to more accurately correlate student outcomes with productive giftedness. Such a repeat study might further validate the findings and make them more generalizable to the population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]