英文摘要 |
This research studied principals’ experiences in practicing instructional leadership and culturally responsive instructional leadership. The researcher conducted semi-structured interviews with three native Taiwanese principals to collect empirical, qualitative data. The researcher analyzed the data with a thematic analysis approach and uncovered three themes: (1) The principals have high level cultural awareness. They emphasize cultural diversity in teaching and curriculum planning with a strengths-based approach; (2) The principals have culturally responsive teaching concepts. They actively involve teachers and community members in designing and implementing culturally responsive teaching programs; (3) The principals embrace instructional leadership. They use effective methods and techniques to communicate with teachers in order to dissolve resistance. Based on the analysis, the researcher recommended some strategies for principals to practice culturally responsive instructional leadership. |