Culturally Responsive Leadership’s Dimensions as a Moderator in Relationship Between Culturally Responsive Leadership and School Effectiveness in Indigenous Schools

Abstract

This study   examines the moderating role of Cultural Intelligence (CQ) in the relationship between Culturally Responsive Leadership (CRL) and School Effectiveness in indigenous schools of Peninsular Malaysia. Addressing a significant gap, this research highlights the urgent need for understanding and integration of culturally responsive leadership practices in leadership to enhance the effectiveness of indigenous schools. Through a stratified random sampling method, data were collected from 450 teachers using adapted scaled for CRL, CQ and School Effectiveness. Hierarchical multiple regression analysis revealed that CQ significantly moderated the relationship between school environment, teacher development, community engagement, and school effectiveness. These findings underscore the important of CQ in fostering effective educational leadership in culturally diverse environments, suggesting that higher levels of CQ enhance school effectiveness by improving the interplay between leadership, environment, and community engagement.