Culturally Responsive Practices and School Leadership Strategies in Public Secondary Schools: Basis for a Strategic Action Plan

Abstract

This study examined culturally responsive practices and school leadership strategies among public secondary schools in Ubay Districts I, II, and III, with the purpose of developing a strategic action plan that could be proposed based on the results of the study for improving inclusive and effective school management. Specifically, assessed the extent to which culturally responsive practices and school leadership strategies were manifested in the school setting. It further investigated the significant relationship between the two variables to determine how leadership strategies influence culturally responsive teaching practices.
Findings revealed that both culturally responsive practices and school leadership strategies were highly evident among the respondents. Teachers strongly agreed that they consistently acknowledge learners’ diverse cultural backgrounds, integrate familiar cultural examples in lessons, and promote respect for cultural differences in the classroom. Likewise, respondents strongly agreed that school heads foster respectful and professional school environments, recognize teachers’ accomplishments, and motivate teachers to improve instructional performance. Statistical analysis further revealed a significant relationship between culturally responsive practices and school leadership strategies, confirming that effective leadership contributes to the successful implementation of culturally responsive teaching practice.