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An Examination of the Relationship Between a Redesigned School Leadership Preparation Program and Graduates' Cultural Competence

Tue, April 21, 12:25 to 1:55pm, Virtual Room

Abstract

Educational-leadership preparation-programs bear the responsibility of preparing culturally competent school-leaders able to carry complex responsibilities. Few programs assess students’ cultural-competence and its development. This study examines change in cultural-beliefs and motivation, cultural-knowledge, cultural-skills and the overall cultural-competence of students after going through a redesigned Master’s and certification program. In this mixed-methods study, quantitative data were collected from the first graduating cohort of the redesigned program (N= 48) using the CCEL instrument and employing a pre and post-test design. Qualitative data were gathered through focus-group-interviews, an open-ended survey question, and document-analysis. There was a significant change in graduates’ cultural-knowledge, and cultural-beliefs and motivations. Changes were perceived to be influenced by programmatic experiences (e.g. internship activities and a required Social-Justice Leadership course).

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