ABSTRACT This study examines the possibility that certain schools may benefit more from culturally responsive leadership than others. We conceptualize culturally responsive leadership as a special form of leadership for uncertainty management. Acknowledging that student diversity usually adds additional complexity to the already difficult task of teaching, we hypothesize that the desired effect of principals’ culturally responsive leadership is more pronounced in schools in which alternative social mechanisms for pedagogical uncertainty management are less well-developed. Our data from the Korea Multicultural Education Survey 2017 give credence to this postulation. The results indicate that the effect of principals’ culturally responsive leadership tends to be larger in schools characterized by lower levels of teacher collegiality and/or school-community partnership. Considering that these two organizational features are characteristic of effective social mechanisms for pedagogical uncertainty management, schools with these features less clearly discernable would likely be in greater need of culturally responsive leadership.

中文翻译：

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哪些学校更需要对文化敏感的领导者？教学不确定性管理视角

摘要 本研究考察了某些学校可能比其他学校更多地从文化响应型领导中受益的可能性。我们将文化敏感型领导概念化为不确定性管理的一种特殊领导形式。承认学生的多样性通常会给已经很困难的教学任务增加额外的复杂性，我们假设校长的文化响应领导的预期效果在学校中更为明显，在这些学校中，用于教学不确定性管理的替代社会机制不太完善。我们来自 2017 年韩国多元文化教育调查的数据证实了这一假设。结果表明，在教师合议性和/或学校社区伙伴关系较低的学校中，校长的文化响应领导的影响往往更大。考虑到这两个组织特征是教学不确定性管理的有效社会机制的特征，具有这些特征的学校可能更需要文化响应型领导。