Date of Award

2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Okpala, Comfort

Abstract

The purpose of this instrumental case study was to explore stakeholders’ perceptions of the culturally responsive leadership practices of charter school leaders. The goals were: (a) to explore how the school leadership team perceived culturally responsive leadership in a K-12 charter school in North Carolina, (b) to explore how the teachers perceived culturally responsive teaching and learning in a K-12 charter school in North Carolina, and (c) to explore how parents perceived a culturally responsive home-school connection in a K-12 charter school in North Carolina. Because this study involved an examination of stakeholders’ perceptions of culturally responsive leadership in a charter school, a willing participant pool of charter school stakeholders was needed. Data were gathered through in-depth focus group interviews with three stakeholder groups (i.e., school leadership, teachers, and parents) in a K-12 public charter school located in the Triad area of North Carolina that was selected based upon specific criteria. Three themes emerged from the analyses of the data: (a) modeling cultural responsiveness, (b) teaching and learning, and (c) home-school connections. Findings revealed the school leaders, teachers, and parents were unanimous in their belief that culturally responsive leadership established a welcoming and supportive school culture through instructional leadership and created a sense of belonging for all stakeholders.

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