School Principal Cultural Proficiency and Transformational Leadership

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Type: Article

Topics: Journal of Scholarship and Practice, Leadership Development, Staffing, HR & Talent Development

April 10, 2025

Appears in 2025 Spring Journal of Scholarship and Practice

The principal is described by Sturgis et al. (2017) as a catalyst, influencing to prepare students for a global society with transformational leadership (Burns, 1978) and a safe and responsive school where cultural practices are acknowledged (Bond, 2017; Madhlangobe & Gordon, 2012). Although there is no intellectual difference in kids before they begin formal schooling, research shows that students of different cultural backgrounds underachieve compared to their classmates, further creating an "achievement gap" (Cummins, 2015; Ford et al., 2008; Holihan, 2022; Jackson & Howard, 2014).

Culturally diverse students find it challenging to connect when their cultural practices are misunderstood, as a significant number of these students drop out before graduating (Gray-Nicolas & Miranda, 2020; Riele, 2006). A student's socioeconomic status and demographics will not be the only deciding factors in their achievement especially if immersed in effective instruction (Arneback & Jamte, 2022; Spring, 2008). Within the scope of culturally responsive leadership (CRL), studies reveal the importance of developing and analyzing culture and leadership as a dimension of learning and academic achievement (Khalifa et al., 2016; Ladson-Billings, 1995; Smith-Maddox, 1998). As a result, the purpose of this study was to examine the relationship between school principal cultural proficiency and transformational leadership.

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Rogelio Cardona; Queinnise Miller; Antonio Corrales; Michelle Peters