Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Steve Stone
Abstract
American public schools today are facing an influx of a more diverse student population. This diversity, driven by changes in demographics, is impacting our public schools and the administration of those schools. The role of the assistant principal in promoting culturally responsive leadership in those schools is critically needed. This study explored the significance of culturally responsible leadership by assistant principals and how that leadership can impact student engagement and the culture and climate of the school. The literature review highlighted the importance of administrators having the time and training to become culturally responsive leaders. Twelve administrators were interviewed to solicit their responses regarding their preparation and readiness for being or becoming culturally responsive leaders. Themes were uncovered and became the basis of recommendations. The findings of my research collaborate with those of the existing research on culturally responsive leadership. Assistant principals and principals identified several barriers to becoming culturally responsive leaders. The study found that these barriers are easily overcome with time, resources, and support. Additionally, my study produced several recommendations and implications for school systems as they moved forward in becoming culturally inclusive as they address the needs of a growing diverse student population. School administrators desire to be culturally responsive leaders but lack the time, training, and support to become the leaders they wish to be. My research findings gave district leaders a blueprint to assist administrators in their quest to become culturally responsive leaders.
Recommended Citation
Phillips, Lakechisa, "A Phenomenological Study on the Assistant Principal's Preparation For Culturally Responsive Leadership" (2025). Doctor of Education Dissertations. 242.
https://digitalcommons.gardner-webb.edu/education-dissertations/242
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Comments
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