Role of Educational Leaders in Implementing Culturally Responsive Teaching Practices

This study aims to determine the role of educational leaders in implementing culturally responsive teaching practices in Mercedes District, Division of Camarines Norte. Employing a quantitative method using descriptive-correlational research design, 15 school heads, 17 master teachers, and 80 teachers participated through a validated and reliable researcher- made instrument, showing internal consistency among the indicators in the research instrument. Utilizing Microsoft Excel and IBM SPSS Version 20 in data analysis, various statistical tools such as Frequency Count and Percentage, Weighted Mean, and Somer’s Delta Contingency Coeffecient were used. Results revealed that most respondents were middle-aged female teachers with master’s units, over 22 years of service, and limited CRT training experience. Professional development, collaboration, and pedagogy were only occasionally practiced, with diversity materials most implemented and inclusive training least. Age and service length affected professional development, while education and position influenced all CRT roles; training attendance impacted development and collaboration, and sex had no effect. Budget limitations, lack of culturally relevant materials, and heavy workloads were the main challenges in professional development, collaboration, and pedagogy, respectively. Based on these findings, LAC Sessions entitled “Empowering Teachers for Inclusive Education: Learning Action Cell on Culturally Responsive Teaching (CRT) Practices” was proposed to improve teachers’ professional competence and instructional strategies in CRT.

Culturally responsive teaching practices, professional development, fostering collaboration, and teaching pedagogy

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