The Role of K-12 Public School Principals in Culturally Sustaining Mathematics Education
The study was designed to investigate how K-12 school principals evaluate equitable mathematics teaching practices using culturally sustaining pedagogy (CSP) through the conceptual lens of culturally sustaining leadership (CSL). The study focuses on the criteria public school principals use to evaluate mathematics instruction and the guidelines they use to support the professional growth of mathematics teachers to better ensure that all students gain access to grade-level mathematics knowledge. The study was conducted using semi-structured, one-time interviews with public school principals who work in traditional school settings. Traditional public school settings were selected because these schools are required to accept enrollment of all students zoned for their school, whereas charter, private, and online schools have a selective enrollment process via applications. The transcripts were analyzed and coded using an a priori codebook created by the researcher using the first interview and developed over the subsequent interviews for which all data were coded and analyzed. Using a non-linear approach, relationships among codes were collapsed into larger overarching themes and reported in the findings.
Culturally sustaining leadership, Culturally sustaining pedagogy, Educational leadership, Equity and diversity, Mathematics evaluation, Mathematics instruction
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