Abstract

This qualitative document analysis study analyzed 13 aspiring school leaders’ assignments to explore their understanding of Culturally Responsive School Leadership (CRSL). A thematic analysis approach was used to analyze their papers, and five themes emerged. These were (1) leading by example, (2) showing care and support, (3) enhancing teachers’ capacity, (4) ensuring culturally responsive curriculum and instruction, and (5) building teacher-student relationships. The findings of this study showed that aspiring school leaders need more research-based strategies to lead their future schools using CRSL approaches. This study suggested that leadership preparation programs implement praxis-based learning and simulation to prepare future school leaders. This study argued for collaborative work among school districts and leadership preparation programs in preparing CRSL.

Recommended Citation

Uddin, Muhammad S. and Bridges, Thurman (2024) "Exploring Aspiring K-12 School Leaders' Understanding of Culturally Responsive School Leadership," Journal of Educational Leadership in Action: Vol. 9: Iss. 2, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1148
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss2/1