Culturally Responsive Leadership Among School Leaders and School Instructional Climate

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Mohd Amin Soleh Abdul Kadir, Azlin Norhaini Mansor, Khairul Azhar Jamaludin, Rosafizah Mohamed Idrus


Malaysia is one of the most multiracial, multicultural and diverse countries in the world. This diversity is also evident in schools and demands a leadership that is not just aware and sensitive but responsive in dealing with the needs and abilities of different groups of people. Thus, the aims of this study were to identify the level of culturally responsive leadership (CRL) among school leaders and the school instructional climate in Gombak District, Selangor. The study sample comprised 394 teachers who were recruited using a random sampling technique. A survey research design using a questionnaire was employed. Due to the COVID-19 pandemic, data were collected using the Google Forms platform. The findings indicated that the level of CRL was high (M = 4.27, SD = 0.55), while the level of school instructional climate was very high (M = 4.31, SD = 0.53). CRL was also significantly correlated with school instructional climate (r = 0.873, p < 0.05). These findings can be used by the Ministry of Education (MOE) Malaysia to enhance culturally responsive leadership practices in the syllabus of the National Professional Qualification for Educational Leaders (NPQEL) which is designed specifically for future school leaders in Malaysia. It is anticipated that the research instrument developed and the findings will enrich the international literature on CRL in education, especially with the diverse backgrounds and cultures among the school community.

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