Elementary School Principals’ Reported Culturally Responsive Leadership Practices: A Quantitative Examination by Race
Abstract
As student populations become increasingly diverse and educational inequities continue to disproportionately affect students from historically marginalized groups, culturally responsive school leadership (CRSL) has emerged as an important framework for fostering equitable and inclusive learning environments. This quantitative study examined elementary school principals’ practices of culturally responsive school leadership in Florida’s Panhandle region during the post-COVID-19 era. Guided by culturally responsive pedagogy and culturally responsive school leadership frameworks, the study investigated whether principals’ practices of culturally responsive leadership differed by race. Data were collected from 46 elementary school principals representing three racial groups: Black, Caucasian, and Hispanic. Participants completed a demographic questionnaire and the Culturally Responsive Principals Rating Scale (CRPRS), which assessed five domains: school morale and pulse, ethics of caring, ethics of bonding, relationship building, and teacher effectiveness. Reliability analyses indicated strong overall internal consistency, with reliability coefficients exceeding .80. Descriptive statistics, cross-tabulation analyses, and Pearson chi-square tests of independence were used to examine the relationship between principals’ races and practices of culturally responsive school leadership. Results indicated no statistically significant association between principals’ race and culturally responsive school leadership practices, χ² (4, N = 46) = 4.14, p = .388. The likelihood ratio test was also not statistically significant, G² (4, N = 46) = 6.36, p = .174. Accordingly, the null hypothesis was not rejected. These findings suggest that, within this sample, principals’ practices of culturally responsive school leadership were not significantly associated with race. Rather than demographic characteristics alone, culturally responsive leadership may be shaped by professional experiences, ethical leadership dispositions, and relationship-centered approaches to school leadership. The findings underscore the importance of cultivating inclusive school climates, strengthening school-community partnerships, and providing ongoing professional development to support culturally responsive leadership in diverse educational settings. Implications for leadership preparation, educational policy, and future research are discussed.
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