Examining the implementation of culturally responsive leadership and critical self-reflection in Texas urban schools : a quantitative study.
| dc.contributor.advisor | Urick, Angela. | |
| dc.creator | Wallace, Gabrielle Amber, 1993- | |
| dc.creator.orcid | 0009-0001-5034-1159 | |
| dc.date.accessioned | 2024-07-30T12:42:19Z | |
| dc.date.available | 2024-07-30T12:42:19Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:42:19Z | |
| dc.description.abstract | This study explored the relationship between how Texas school leaders perceived that their behavior aligned with the implementation of Culturally Responsive Leadership (CRL) and how these perceptions related to the influence of principals on fellow school leaders, the frequency of CRL-aligned leadership development, and the district's readiness to institutionalize CRL through leadership development. During this study, a conceptual survey was developed emphasizing CRL’s Domain One: Critical Self-Reflection. The survey garnered 136 responses from principals, assistant principals, and instructional coaches, using a quantitative, correlational, non-experimental approach. The data analysis from the conceptual survey resulted in the final subscales, including critical self-reflection regarding unconscious biases, pre-existing emotional intelligence skills, openness and willingness to express Culturally Responsive Leadership, principals' influence among fellow school leaders, the frequency of CRL-aligned leadership development, and district readiness for institutionalizing CRL through leadership development. The subscales were used to conduct a correlational analysis, which revealed three themes in the findings. The first theme denoted that Texas urban school leaders demonstrate a readiness to embrace Culturally Responsive Leadership in the domain of Critical Self-Reflection. While causation is not established, the study hints at a propensity for the cultivation of cultural responsiveness, particularly critical self-reflection through on-the-job experiences. Moreover, the second theme in the findings suggests additional variables are needed to determine whether Texas urban school districts are prepared to utilize leadership development as a means to institutionalize Culturally Responsive Leadership. Moreover, Texas urban school leaders required more than frequent leadership development to institutionalize Culturally Responsive Leadership. Additionally, the third theme in the research findings implied that urban school principals in Texas who exhibited Culturally Responsive Leadership influenced assistant principals and instructional coaches to adopt similar behaviors. Again, while causation is not confirmed, the results revealed a predisposition to foster healthy organizations as a strategy to institutionalize Culturally Responsive Leadership. The analysis and findings demonstrate that the conceptual survey utilized in this study is a validated and reliable quantitative tool for understanding and bolstering Culturally Responsive Leadership. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12858 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Examining the implementation of culturally responsive leadership and critical self-reflection in Texas urban schools : a quantitative study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Educational Leadership. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | K-12 Educational Leadership | |
| thesis.degree.school | Baylor University |
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