220 CRITICAL THEORY AND LEADERSHIP PRACTICES
policies are sensitive
are sensitive to the
cultural makeup of the
school.
(1.24) academic
intervention
programs that meet
the needs of diverse
students.
(1.12)
- Making decisions
that are inclusive of
diverse perspectives.
Valuing 4.19
(1.11)
- Providing
instruction that
addresses the
background of
diverse students.
Valuing 2.73
(0.84)
APPENDIX B
Culturally Proficient School Leadership Scale
Directions: Please use the “Importance” scale to rate the importance of each culturally
proficient school leadership practice. Then use the “Frequency” scale to rate your principals’
frequency with using these culturally proficient leadership practices in your school.
Importance Scale
1=Not an important practice of culturally proficient school leadership
2= Not really an important practice of culturally proficient school leadership
3= A somewhat important practice of culturally proficient school leadership
4= An important practice of culturally proficient school leadership
5=A very important practice of culturally proficient school leadership
Frequency scale
1=My principal never uses this culturally proficient leadership practice.
2=My principal rarely uses this culturally proficient leadership practice.
3=My principals sometimes uses this culturally proficient leadership practice.
4=My principal frequently uses this culturally proficient leadership practice.
5=My principal always uses this culturally proficient leadership practice.