Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

English language learners face different challenges in accessing relevant curriculum content compared to native English speakers. There is limited research on effective strategies that teachers use to ensure learning outcomes among English language learners. The purpose of this case study was to explore the leadership strategies that principals implement to support teachers’ culturally responsive strategies when working with English language learning (ELL) students. Culturally responsive school leadership (CRSL) was the basis of the conceptual framework, using research from Walker and five CRSL concepts. The research questions focused on school leadership and how administrators support teachers of ELL programs using CRSL. A case study research design was used to explore the study problem. Semistructured interview questions were used to collect relevant responses on the topic from seven school principals in schools located in the central region of the United States. Thematic data analysis revealed that school principals use various leadership strategies such as teamwork, situational leadership, servant leadership, and participatory leadership in leading their staff. To achieve adequate support for teachers, school principals encourage them to understand the background of their ELL students and their families. To ensure that teachers deliver culturally responsive ELL programs, school principals use classroom observations, interview teachers, and get feedback from parents. This research has positive implications for social change by providing school leaders with CRSL strategies and mindset to help ELL students increase equity and succeed in their schools. Future researchers may improve upon the current findings by recruiting a large and diverse sample, including parents, teachers, and students.

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