Abstract
Secondary administrative and leadership teams continuously search for practices that bolster cultural proficiency to address increasingly diverse student cohorts. This qualitative case study identifies the culturally responsive school leadership (CRSL) behaviors and expressions of 24 high school administrative and leadership team members in a suburban school district in Utah. Data reveals how each team demonstrates the behaviors and expressions of CRSL framework and how these behaviors and expressions position each school on the culturally proficient continuum. Superimposing the CRSL behaviors and expressions on the cultural proficiency continuum provides a current reality for administrative and leadership teams to assess their tipping points and how to move toward cultural proficiency.
Degree
EdD
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Talonia, Belinda Azela, "Key Behaviors and Expressions of Secondary Administrators and Leadership Teams as Culturally Responsive School Leaders" (2024). Theses and Dissertations. 10303.
https://scholarsarchive.byu.edu/etd/10303
Date Submitted
2024-04-03
Document Type
Dissertation
Handle
http://hdl.lib.byu.edu/1877/etd13141
Keywords
culturally responsive school leadership, cultural proficiency continuum, tipping point, minoritized students, secondary administrative and leadership teams
Language
english