School Principal Cultural Proficiency and Transformational Leadership

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Culturally Responsive Leadership for Diversity

Abstract

The purpose of this study was to examine the relationship between school principal cultural proficiency and transformational leadership. A purposeful sample of 166 school principals, employed in school districts in the southeastern region of Texas, completed the Educator Cultural Proficiency Insight Tool and the Successful School Leadership Survey. Using a culturally responsive leadership framework, findings suggested that a positive relationship existed between cultural proficiency and transformational leadership. Principals with high expectations for students, ownership and responsibility for student learning outcomes, and recognized presence of racism were more likely to exhibit transformational leadership behaviors creating implications for school districts around hiring and capacity building towards working with diverse stakeholders.

Authors

• Queinnise Miller, University of Houston - Clear Lake

• Rogelio Cardona, University of Houston - Clear Lake