Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools

Y

20

Culturally Relevant Education; Instructional Leadership; Foreign Countries; Educational Policy; Principals; Ethnic Groups; Pacific Islanders; Multicultural Education; Whites; Minority Group Students; Administrator Attitudes; Academic Achievement; Elementary School Students; Educational Practices; Institutional Characteristics; Administrator Characteristics; Interviews

1934-5267

Principals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of Maori and Pasifika students. This inquiry sought to explore the concept of "culturally responsive instructional leadership" by studying the knowledge, actions, motives, perceptions, and challenges of White principals in a primary school, an intermediate school, and a high school in NZ. The emergent conceptual definition of "culturally responsive instructional leadership" includes those purposeful, well-intentioned, creative, and collaborative actions that a principal takes to enhance the academic engagement and achievement of minority-culture students.

As Provided

51

2016

EJ1105081