Abstract
In post-apartheid South Africa, historically White schools (HWS) have become increasingly culturally diverse, yet many lack the support structures essential for fostering culturally responsive schooling (CRS). This study investigates the role of school management in supporting teachers to foster culturally responsive learning environments within HWS in the Tshwane North District. Employing a constructivist theoretical framework and a generic qualitative research design within an interpretivist paradigm. Data was collected through semi-structured interviews and nine participants, comprising of three School Management Team (SMT) members and six teachers from each of the three historically White primary schools. Thematic analysis was employed and three main themes emerged, namely, the competencies required for CRS, challenges in implementing CRS, and the support role of school management. The findings revealed that although teachers have a basic understanding of CRS, practical application is hindered by limited resources, entrenched biases, inadequate training, communication barriers, and curriculum limitations, resulting in a dislocation between policy and classroom realities. Personal biases and cultural misunderstandings emerged as significant challenges, with a notable absence of emphasis on learner empowerment and systemic change. The study recommends implementing structured professional development programmes, establishing formal support structures, developing comprehensive cultural responsiveness policies, enhancing curriculum resources, and strengthening parent and community engagement. By highlighting actionable recommendations for school management and policymakers, this research contributes to understanding the complexities of implementing culturally responsive schooling in South African primary schools and underscores the critical role of effective school management in supporting educational transformation.
Keywords: Role; school management; supporting teachers; culturally responsive learning environment.