In this paper, we developed guiding principles for the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach, focusing on how these principles were formed and what they entail. Drawing on a 12-month collaborative self-study (consisting of eight teacher educators across three countries), we identified key lessons learned from the enactment of the SJ-TPSR approach. Our discussion provides four guiding principles for enactment: (i) Foster reflexive practice through collaboration and/or theoretical grounding; (ii) Integrate a clear and explicit personal and social responsibility learning intention; (iii) Prioritise responsiveness over fidelity; and (iv) Place the learners (and their social justice matters) at the centre of the SJ-TPSR approach. These principles offer guidance for the enactment of the SJ-TPSR approach, supporting its capacity to advance social justice within educational settings. Our hope is that in providing empirically informed guiding principles, the reader feels encouraged and motivated to enact the SJ-TPSR in their own context.