This descriptive and comparative study investigated the interactive effects of the race and gender on inservice teachers’ perceptions of the culturally proficient leadership of Caucasian American principals. The primary aim of this study was to closely examine the extent to which Caucasian American principals were perceived as being culturally competent leaders. A secondary aim was to add more diversity to the overall construct of school leadership.
One hundred twelve inservice teachers were asked to complete a survey that measured their perceptions of Caucasian American principals’ leadership regarding the following culturally proficient practices: Valuing Diversity, Inclusiveness, Managing The Dynamics of Differences, Assessing the Culture, Adapting to Diversity, and Institutional Cultural Knowledge and Resources. The results from a six two way analyses of variance (ANOVA)showed a significant main effect for race and nonsignificant main effect or interactive effective for race and gender. The main effect findings consistently showed that Caucasian American teachers gave the highest ratings of Caucasian American principals’ culturally proficient leadership. The post hoc findings revealed that the differences were either between African American and Caucasian American teachers or Hispanic and Caucasian American teachers. These findings support the use of the Homophily theory to guide this research. Given the high percentatge of Caucasian American principals in culturally diverse schools, the findings also warrant teacher-prinicpal discussions on criteria for culturally proficient school leadership.
|Keywords:||Culturally Proficient Leadership, Caucasian American Principals, African American Teachers, Caucasian American Teachers, Hispanic American Teachers, Gender|
Assistant Professor, Educational Leadership & Counseling, Sam Houston State University, Huntsville, TX, USA
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