Principals’ Perceptions on the Efficacy of Literacy Content Knowledge Professional Development for S...

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" Principals’ Perceptions on the Efficacy of Literacy Content Knowledge Professional Development for School Leaders and Their Implementation of Culturally Responsive Leadership "
Cameron, Darlene A. Steele, Jerome D.

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1112157
Doc. No	:	TLpq2519758295
Main Entry	:	Cameron, Darlene A.
	:	Steele, Jerome D.
Title & Author	:	Principals’ Perceptions on the Efficacy of Literacy Content Knowledge Professional Development for School Leaders and Their Implementation of Culturally Responsive Leadership\ Cameron, Darlene A.Steele, Jerome D.
College	:	Sage Graduate School
Date	:	2020
student score	:	2020
Degree	:	Ed.D.
Page No	:	146
Abstract	:	The purpose of this qualitative study was to examine principals’ perceptions of the effectiveness of their professional development as instructional leaders and their implementation of culturally responsive leadership practices. The literature review in this study indicated there was limited research on principals’ professional development in literacy content knowledge and their implementation of culturally responsive leadership. The researcher interviewed twelve elementary school principals. These interviews measured their attitudes and confidence in making school-based decisions that improve literacy and create a more culturally responsive environment. This study also identified their readiness level to engage in decision-making around best ways to be more self-critical, analyze equity data and develop culturally responsive teachers and curriculum to impact student achievement and decrease disproportionality. This study was conducted using grounded theories of effective culturally responsive leadership practices as described by Muhammad Khalifa (2018). This study will contribute to the limited knowledge about principals’ literacy content knowledge and their implementation of culturally responsive leadership practices. This study concluded principals have not been provided with professional development on literacy content knowledge. This study also concluded principals are cognizant of what it means to be a culturally responsive leader, yet most have not implemented culturally responsive leadership practices in schools. It is recommended principals and participants in pre-service leadership programs receive professional development and courses, increasing their literacy content knowledge and understanding of culturally responsive leadership behaviors.
Subject	:	Educational administration
	:	Educational evaluation
	:	Educational leadership
	:	Elementary education
	:	Reading instruction