Courageous School Leadership: Rural Principals’ Perception and Self-Efficacy in Implementing Culturally Responsive Leadership (CRL)
Location
Preston 2
Session Format
Presentation
Abstract
Many rural school districts face concerns stemming from rural areas’ demographic and economic state— increased student diversity, high poverty, little parental involvement, lack of technological infrastructure, low student achievement, and difficulty hiring and retaining teachers (Gutierrez, n.d.). In increasingly diverse populations, rural school leaders need culturally responsive practices to address the various traditions and needs of the changing demographics of their schools and communities. Cultural responsiveness in schools begins with resilient, courageous leadership. Culturally responsive leadership (CRL) is a concept commonly associated with urban schools; however, there is a pressing need for such leadership practices in rural districts serving diverse student populations. This qualitative research study based on descriptive phenomenological traditions explores rural principals’ perception of culturally responsive leadership, perceived self-efficacy in effectively employing CRL, and the perceived benefits and barriers to implementing CRL practices in a diverse, rural school district. The qualitative study will also examine the culturally responsive leadership approaches principals in rural communities execute to address the needs of culturally and linguistically diverse populations in their schools. This research study aims to shed light on the perceptions and efficacy of rural principals in using CRL practices to address the evolving contextual factors in their rural communities. Understanding rural principals’ self-efficacy in using culturally responsive leadership practices may aid school systems in addressing inequities and stereotypes that traditionally limit opportunities for diverse learners.
Keywords
culturally responsive leadership, inclusive leadership, rural education, equity, equity-centered instructional leaders, rural school leadership
Professional Bio
I am currently serving as an assistant principal in a rural school district. With over two decades of teaching experience spanning different subjects and grade levels (K-8), I bring a wealth of expertise to my current role. My educational journey includes an Educational Specialist and a master's degree in Curriculum and Instruction. Currently, I am dedicated to furthering my knowledge and skills by pursuing a Doctor of Education in Educational Leadership at Kennesaw State University, with an expected completion date of December 7, 2023. My research interests encompass teaching, leadership, and policy matters that are particularly relevant to rural education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Young, Angela Denise, "Courageous School Leadership: Rural Principals’ Perception and Self-Efficacy in Implementing Culturally Responsive Leadership (CRL)" (2024). Georgia Educational Research Association Conference. 3.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/3
Courageous School Leadership: Rural Principals’ Perception and Self-Efficacy in Implementing Culturally Responsive Leadership (CRL)
Preston 2
Many rural school districts face concerns stemming from rural areas’ demographic and economic state— increased student diversity, high poverty, little parental involvement, lack of technological infrastructure, low student achievement, and difficulty hiring and retaining teachers (Gutierrez, n.d.). In increasingly diverse populations, rural school leaders need culturally responsive practices to address the various traditions and needs of the changing demographics of their schools and communities. Cultural responsiveness in schools begins with resilient, courageous leadership. Culturally responsive leadership (CRL) is a concept commonly associated with urban schools; however, there is a pressing need for such leadership practices in rural districts serving diverse student populations. This qualitative research study based on descriptive phenomenological traditions explores rural principals’ perception of culturally responsive leadership, perceived self-efficacy in effectively employing CRL, and the perceived benefits and barriers to implementing CRL practices in a diverse, rural school district. The qualitative study will also examine the culturally responsive leadership approaches principals in rural communities execute to address the needs of culturally and linguistically diverse populations in their schools. This research study aims to shed light on the perceptions and efficacy of rural principals in using CRL practices to address the evolving contextual factors in their rural communities. Understanding rural principals’ self-efficacy in using culturally responsive leadership practices may aid school systems in addressing inequities and stereotypes that traditionally limit opportunities for diverse learners.
