Date

10-14-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Treg Hopkins

Keywords

culturally responsive teaching, cultural capital, systems theory, culturally responsive professional development, cultural preparedness, culturally nonresponsive

Disciplines

Educational Leadership

Abstract

This quantitative causal-comparative study compared the relationship between culturally responsive professional development and culturally responsive teaching scores against years of teaching service, and culturally responsive teaching scores. The significance of the study is that it increased our understanding of the interactions between the variables, towards increased efficacy of interventions implemented to reduce exclusionary educational policies and practices. A convenience sample of 200 K-12 in-service teachers practicing within the United States were administered the Culturally Responsive Teacher Preparedness Scale to measure the teaching scores after facilitating a comparison among those who participated in professional development or not; and novice, mid-career and late-career teachers using one-way ANOVA analysis. 155 teachers participated in the study, with the findings proving a significant association between participation in culturally responsive professional development, and culturally responsive teaching scores, as well as some association between career level and culturally responsive teaching scores. Future studies would benefit from a qualitative approach, and better control of the myriad confounding variables.

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