Exploring the Cultural Compass: Rural Georgia School Leaders’ Cultural Competency and School Success
Location
Preston 2
Session Format
Presentation
Abstract
This study explored the cultural knowledge (CK) and cultural skills (CS) levels of rural Georgia school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals’ CK and CS levels and school academic and non-academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but slightly lower in CK than leaders who did not identify as a member of a marginalized group. There was a statistically significant, positive correlation between CK and CS scores; however, CK scores were negatively correlated with proficiency levels in marginalized student groups, and CS scores were positively correlated with proficiency levels in marginalized student groups.
Keywords
school leadership, inclusivity, cultural competence
Professional Bio
Dr. Summer Pannell currently serves as Associate Professor of Educational Leadership at Stephen F. Austin State University and as Director of the National Institute for Restorative Discipline. She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. During her tenure as principal, she received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and is a certified trainer in Restorative Discipline Practices, Neuro-Linguistic Practitioner (NLP), and Behavior Threat Assessment.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pannell, Summer and McBrayer, Juliann, "Exploring the Cultural Compass: Rural Georgia School Leaders’ Cultural Competency and School Success" (2024). Georgia Educational Research Association Conference. 5.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/5
Exploring the Cultural Compass: Rural Georgia School Leaders’ Cultural Competency and School Success
Preston 2
This study explored the cultural knowledge (CK) and cultural skills (CS) levels of rural Georgia school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals’ CK and CS levels and school academic and non-academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but slightly lower in CK than leaders who did not identify as a member of a marginalized group. There was a statistically significant, positive correlation between CK and CS scores; however, CK scores were negatively correlated with proficiency levels in marginalized student groups, and CS scores were positively correlated with proficiency levels in marginalized student groups.
