212 CRITICAL THEORY AND LEADERSHIP PRACTICES
I followed their suggestions for improving the readability of some survey items. The most
significant content suggestion was to shorten the length of the sentences. After complying
with the suggestions, I piloted the survey on 34 preservice principals. The overall .86 Alpha
coefficient showed the instrument’s internal consistency.
Data Collection and Data Analysis
I contacted and explained the study to the chairpersons of each university’s education
leadership departments. I asked them for a list of the names and campus e-mails of their
preservice principals. After receiving the list, I randomly selected 102 students to participate
in the study. I e-mailed a cover letter and the survey to the students. In the cover letter, I asked
them to return the survey to me within two weeks. During the second week of data collection,
I received 64 surveys from the students. Thus, I achieved a 62% return rate. Statistical
Packages for Social Services (SPSS) were used to analyze survey responses. I used
descriptive statistics to report the mean scores and standard deviations for the preservice
principals’ perceptions and observations of culturally proficient leadership.
FINDINGS
The first research question asked the participants to identify the most important culturally
proficient school leadership practices. The findings showed that the 10 most important
practices were from the elements of valuing diversity, inclusiveness, assessing the culture,
adapting to diversity, and institutionalizing cultural knowledge and resources. Practices from
valuing diversity were creating a climate that has high academic expectations for all students;
providing instruction that addresses the background of diverse students; ensuring that school
policies are sensitive are sensitive to the cultural makeup of the school; and making decisions
that are inclusive of diverse perspectives. The practice from adapting to diversity was creating
a school environment that inspires students and teachers to acknowledge other cultures while
retaining the uniqueness of their ethnic identity. Practices from inclusiveness were connecting
students and staff to external organizations and resources that represent cultural diversity; and
providing an inclusive environment that acknowledges the diversity of students. Practices
from assessing the culture were encouraging staff to obtain certification in specifically
designed academic instruction; and creating academic intervention programs that meet the
needs of diverse students. The practice from institutionalizing cultural knowledge and
resources was exposing faculty to staff development on addressing diverse student
populations.
The second research question asked the participants to identify their principals’ most
frequently used culturally proficient school leadership practices. Findings showed that the 10
most frequently used practices were from the elements of valuing diversity, assessing the
culture, institutionalizing cultural knowledge and resources; and managing the dynamics of
differences. The practices from valuing diversity were using language in documents and
statements that acknowledge cultural diversity of students; creating a climate that has high
academic expectations for all students; and providing instruction that addresses the background
of diverse students. The practices from assessing the culture were handling formalities to
ensure that faculty and visitors are welcomed to the school; disseminating demographic
information to enhance faculty members’ awareness of the relevance of cultural diversity;
encouraging staff to obtain certification in specifically designed academic instruction; and
creating academic intervention programs that meet the needs of diverse students. The practices