Abstract
The study was conducted in the Frances Baard district of Kimberley, South Africa. The main
research question was to identify school leaders’ support roles for teachers in becoming
culturally responsive practitioners. This qualitative study took a phenomenological approach,
with data obtained through semi-structured interviews conducted online with participants.
Data were collected from three public primary schools which included two Historically White
and one Historically Coloured school. The findings demonstrated that school leaders and
teachers have a rudimentary understanding of culturally responsive teaching. Notably, the
findings revealed that teachers lack the skill and knowledge to implement culturally
responsive teaching and school leaders provide minimal support to teachers. Teachers
received training that had no correlation with culturally responsive teaching. While teachers
possess personality traits of culturally responsive practitioners, teachers need training in
culturally responsive teaching. The findings further illustrated that school leaders are aware
that teachers need support in implementing culturally responsive teaching. Therefore, school
leaders have the responsibility to take an active role in supporting teachers to become
culturally responsive practitioners. Therefore, the researcher recommends that school
leaders receive professional development workshops related to culturally responsive
teaching.
Keywords: culturally responsive teaching, school leaders, primary schools