Campus Location

Dallas Campus (Online)

Date of Award



Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Linda Wilson-Jones

Second Committee Member or Secondary Advisor

Jenifer Williams

Third Committee Member or Committee Reader

Clementine Msengi



Public schools in the United States have become more diverse due to immigration and the mass exodus of the White population to the suburbs. Growing demographic changes and a consistently White educational labor force raise concern regarding how schools address the needs of their diverse student populations. Much research exists concerning teachers’ implementation of culturally responsive teaching (CRT) practices. However, a void remains in the literature regarding the role of school leadership in this process. An understanding of culturally competent principals’ perspectives on CRT needs more attention to address how school leaders create safe and equitable environments for diverse student populations that promote positive academic outcomes for all students at the elementary level. The purpose of this qualitative research study was to explore elementary school principals’ viewpoints on CRT and its influence on school climate and school culture. The purpose of this study was also to examine how elementary school principals promote the knowledge and implementation of cultural competence among their staff. Cultural difference theory was the primary theoretical framework for this study. Gay’s components of CRT was the conceptual framework that guided this study. This qualitative narrative study explored the perspectives of school principals from multiple elementary campuses regarding culturally responsive teaching. Interviews were the sole method for data collection. The researcher also analyzed schoolwide data for each principal’s school provided by the Texas Education Agency. Ten elementary public-school principals participated in the study. Each principal participated in two phone interviews, which consisted of 14 questions per protocol. The researcher also analyzed each principal’s school data as an indicator of their school culture and school climate. Principals believed that teachers understand students’ backgrounds and build relationships with them and their families, while utilizing instructional practices that target their students’ learning styles and needs. Principals also developed an equitable vision with their staff that they model for teachers to follow and welcomed all stakeholders to play an essential role in educating students to establish positive school climates and school cultures.

Keywords: culturally responsive teaching, cultural competence, school climate, school culture

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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