Abstract
ABSTRACT With an increasingly diverse student population due to migration, adequately teaching and instructing all students is a pertinent educational issue. The research framework is based on culturally responsive teaching and culturally responsive school leadership. This research explores Estonian preschool and school leadership views on teachers’ work with newly arrived migrant students, and the support leaders provide to teachers’ instruction of newly arrived migrant students. The study utilized purposive sampling to reflect the views and practices of leaders from preschools and schools that have accepted newly arrived migrant students. Data collection involved semi-structured interviews with 12 preschool and school leaders. Qualitative content analysis was used to analyze the data. The results indicate that although diversity is valued in participating organizations, it is not utilized in student learning as an asset and richness. In addition, leaders support teachers in teaching newly arrived migrant students by enhancing collaboration, professional development, and hiring additional staff. This study contributes to the understanding that more attention must be paid to culturally responsive school leadership to implement culturally responsive teaching successfully.
Published Version
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