Leaders Influence On Culturally Responsive Practice In Schools PDF Download

Abstract: The purpose of this qualitative study was to explore how leaders in educational organizations cultivate positive school culture through culturally responsive leadership practices while building teacher and administrator efficacy. Data collected from this study (a) highlighted how classroom teachers at the school sites promote culturally responsive learning environments and (b) identified school administrators’ efforts in building culturally responsive school cultures. This single-district case study identified and described culturally responsive practices of 14 educators in one southern California school district. This study used purposive sampling because the six schools (i.e., two elementary, two middle, and two high schools) were not picked at random but rather for their high English learner student population enrollment and Title I status. The researcher gathered data from interviews, classroom observations, and document analysis. Furthermore, the data collected were examined and coded, and various themes were determined for future recommendations. Findings from this study indicated five major themes along with nine subthemes. First, culturally responsive leaders fostered inclusive environments by building positive relationships that create a sense of belonging and worth. While amplifying student voices, educators helped build student agency. Next, culturally responsive leaders modeled cultural responsiveness as evidenced by having high expectations of students, employing culturally relevant curriculum, and providing targeted professional development. Additionally, culturally responsive leaders demonstrated culturally relevant instructional strategies to heighten the awareness of their English learner students’ needs. Personal background, educational experiences, and levels of cultural competency influenced practice. Furthermore, this study found culturally responsive leaders cultivated positive community relationships that transformed parent involvement to family engagement. Conclusions were made that provide greater understanding of culturally responsive teaching and school leadership practices and how they impact English learner students. The significant role teachers and school site administrators play in creating culturally responsive schools was supported by and based on the research findings of this study and connected to the literature, along with Khalifa et al.’s culturally responsive school leadership framework. Future research is recommended in an effort to improve the understanding and knowledge of culturally responsive leadership strategies employed by school administrators and teachers in school districts supporting English learner students.