Culturally Responsive School Administrator Practices and Teacher Self-Efficacy in High-Needs Urban K-12 Schools

• In Event: Culturally Responsive Leadership for Social Justice

Abstract

This mixed-methods study examines the relationship between culturally responsive school administrator practices and teacher self-efficacy in high-needs urban K–12 public schools. Grounded in the Culturally Responsive School Leadership (CRSL) framework, social cognitive theory, and expectancy-value theory, it investigates how leadership behaviors influence teachers' confidence and effectiveness in diverse, resource-constrained settings. Using a convergent-parallel design, the study integrates quantitative survey data on teacher efficacy and administrator practices with qualitative insights from open-ended administrator responses. Results show a strong positive correlation (r = 0.880, p < 0.001), underscoring the impact of culturally responsive leadership. The study offers actionable recommendations for enhancing teacher efficacy through professional development, equity-driven practices, and on-the-job support.

Author

• Melody Mindell Hawkins, National University