| This study is a response to calls to define the role of a school principal in closing the achievement gap between White children and children of color in the United States. There is an ongoing trend school leaders are not prepared to lead failing public schools; however, culturally proficient leadership aims to meet the educational needs of all students. This study investigated elementary principals' perceptions regarding cultural competence in their schools and their use of practices related to cultural competence. This mixed methodology investigation was conducted in two phases with a population of 244 principals selected based on student demographics. In Phase I, a survey was utilized to collect quantitative data. In Phase II, six survey participants were interviewed using an interview protocol to collect qualitative data. In the analysis, a priori themes included school related factors. Principals indicated cultural competence in practices related to the school factors of teachers, teaching and learning, curriculum, and conflict management, and less cultural competence in practices related to the school factors of school vision/mission and parents and the outer community. The emergent themes of the study confirmed the research on cultural proficiency related to The Essential Elements of Cultural Competence: Assessing Cultural Knowledge, Valuing Diversity, Managing the Dynamics of Difference, Adapting to Diversity, and Institutionalizing Diversity. The explanations of these findings provided the following conclusions: (1) There is evidence of cultural competence in the fundamental areas of education; (2) Principals must focus on their schools' vision and mission statements and utilize parents and community partners in order to maximize their efforts; and (3) Self-reflection and professional development are warranted means of improving as a culturally competent principal. These conclusions suggest school administrators and leaders may generalize their own levels of cultural competence and use the results of this study as a resource in transforming their schools by employing effective use of The Tools of Cultural Competence. |
