This quantitative, descriptive study investigated K-12 public school principals\u27 perceptions regarding the degree to which they use and value practices related to cultural competence in their roles as school leaders. While an abundance of literature regarding leadership in education, disparities in educational outcomes, and school change exists, inequities in policy and practice perpetuate academic and social setbacks for some of our nation\u27s youth Using the lens of the Cultural Proficiency Framework, specifically the Essential Elements, this study aimed to address the research questions and add to the literature by examining (1) the school principals\u27 value in using culturally competent practices; (2) the school principals\u27 use of culturally competent practices; and (3) the differences in principals’ perceptions across urban, suburban, and rural locale. The study\u27s findings revealed the most important and most frequently used culturally competent practices to school principals were associated with valuing diversity. Conversely, the least important and least frequently used culturally competent practices to school principals were associated with assessing cultural knowledge. Conclusions suggest that applying the Essential Elements of Cultural Proficiency allows for paradigms shifts to praxis, where theory becomes practice through action towards equity and inclusion
