Cultural Competency of District Leaders: The Influence on Campus Leaders Metadata

Title

• Main Title Cultural Competency of District Leaders: The Influence on Campus Leaders

Creator

• Author: Babb, Katie A
  Creator Type: Personal

Contributor

• Chair: Pazey, Barbara
  Contributor Type: Personal
  Contributor Info: Major Professor
• Chair: van Tassell, Frances
  Contributor Type: Personal
  Contributor Info: Co-Major Professor
• Committee Member: Voelkel, Robert
  Contributor Type: Personal
• Committee Member: Ezzani, Miriam
  Contributor Type: Personal
• Committee Member: Penny, Andra
  Contributor Type: Personal

Publisher

• Name: University of North Texas
  Place of Publication: Denton, Texas
  Additional Info: www.unt.edu

Date

• Creation: 2020-08

Language

• English

Description

• Content Description: The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.
• Physical Description: vii, 100 pages

Subject

• Keyword: cultural competence continuum
• Keyword: cultural proficiency
• Keyword: district leaders
• Keyword: equity
• Keyword: inclusive
• Keyword: influential leadership
• Keyword: school principals

Collection

• Name: UNT Theses and Dissertations
  Code: UNTETD

Institution

• Name: UNT Libraries
  Code: UNT

Rights

• Rights Access: public
• Rights Holder: Babb, Katie A
• Rights License: copyright
• Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

• Thesis or Dissertation

Format

• Text

Identifier

• Accession or Local Control No: submission_2138
• Archival Resource Key: ark:/67531/metadc1707256

Degree

• Degree Name: Doctor of Education
• Degree Level: Doctoral
• Academic Department: Department of Teacher Education and Administration
• College: College of Education
• Degree Discipline: Educational Leadership
• Degree Publication Type: disse
• Degree Grantor: University of North Texas

Note

• Embargo Note: The work will be published after approval.