International Research and Academic scholar society

Culturally Responsive Leadership and its Impact on Teacher Retention Intentions and Student Inclusivity


Sr No:
Page No: 5-17
Language: English
Authors: Hamedi B. Kumaka*
Received: 2025-01-16
Accepted: 2025-01-30
Published Date: 2025-02-02
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Abstract:
Culturally responsive leadership (CRL) is essential in fostering inclusive educational environments and improving teacher retention. This study explores the relationship between CRL, teacher retention intentions, and student inclusivity in diverse school settings. Using a mixed-methods approach, survey and interview data were collected from school administrators, teachers, and students to examine leadership strategies that support cultural responsiveness. Quantitative findings indicate a positive correlation between CRL and teacher retention, as inclusive leadership practices enhance job satisfaction and organizational commitment. Qualitative data further reveal that CRL fosters a sense of belonging among students, promoting equity and active participation in learning. The study underscores the need for professional development in culturally responsive leadership to sustain diverse and inclusive school communities.
Keywords: Culturally Responsive Leadership, Teacher Retention, Student Inclusivity, Educational Leadership, Diversity in Education, Equity in Schools, Inclusive Learning Environments, Teacher Job Satisfaction, School Leadership Practices, Organizational Commitment

Journal: IRASS Journal of Arts, Humanities and Social Sciences
ISSN(Online): 3049-0170
Publisher: IRASS Publisher
Frequency: Monthly
Language: English

Culturally Responsive Leadership and its Impact on Teacher Retention Intentions and Student Inclusivity