The Effects of Race and Gender on Teacher Perceptions of the Culturally Proficient Leadership of Caucasian American Principals
This paper examines the interactive effects of the race and gender of inservice teachers' on their perceptions of the culturally proficient leadership of Caucasian American principals. 112 inservice teachers were asked to complete a survey that measure their perceptions of principals' culturally proficient leadership practices. The results from a two way analysis showed a significant main effect for race and nonsignificant main effect or interactive effective for race and gender. The main effect findings consistently showed that Caucasian American teachers gave the highest ratings of Caucasian American principals' culturally proficient leadership. The post hoc findings showed that the differences were either between African American and Caucasian American teachers or Hispanic and Caucasian American teachers. These findings support the use of the Homophily theory to guide this research. Given the high percentatge of Caucasian American principals in culturally diverse schools, the findings also warrant teacher-prinicpal discussions on criteria for culturally proficient school leadership.
Keywords: Culturally Proficient Leadership, Caucasian American principals, African American Teachers, Caucasian American Teachers, Hispanic American Teachers, Gender
Dr. Mack Hines
Assistant Professor, Educational Leadership & Counseling, Sam Houston State University