Abstract
This study explored the cultural knowledge (CK) and cultural skills (CS) levels of Texas 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 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.
Recommended Citation
Pannell, Summer; Uriegas, Brian; and McBrayer, Juliann Sergi
(2023)
"An Exploration of the Relationship Between Leaders’ Cultural Competence and Academic Outcomes in Texas Public Schools,"
Journal of Organizational & Educational Leadership: Vol. 9:
Iss.
1, Article 2.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol9/iss1/2
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Urban Education Commons