The Impact of Culturally Responsive Leadership on the Postsecondary Readiness of Long-Term English Learners

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2021


An exploratory sequential mixed methods research design was conducted to understand the impact of culturally responsive school leadership in the successful attainment of postsecondary readiness of long-term English learners. Guided by a conceptual framework that incorporated components of biliteracy, social justice, and transformational leadership theory, the study sought to explore the perceptions of secondary school leaders towards the culturally responsive professional practices connected to the attainment of postsecondary readiness of long-term English learners. The study combined a qualitative hermeneutical phenomenological design and a quantitative nonexperimental causal-comparative design. Qualitative data were collected from open-ended surveys and interview protocols of secondary school leaders. Quantitative data were analyzed using archival student data. The three clusters of meaning that emerged from the qualitative data analysis were (a) consciousness to inclusivity, (b) relationships and reflection, and (b) understanding through practice. In terms of the quantitative portion of the study, the data indicated that practices regarding enrollment of LTELs in advanced academic course tracks are limiting even though these students show that they have the potential to achieve academically based on an analysis of state assessment and enrollment data.


Ava Muñoz

Subject Categories

Education | Educational Administration and Supervision