This study investigates the correlation between an educational leader's perception of the importance of providing Diversity, Equity, and Inclusion (DEI) professional development to the teaching staff and the depth of the professional development in K-8 school districts. The survey consisted of 34 multiple-choice questions and 26 questions on a 5-point Likert scale. The goal was to collect survey responses from 50 school principals from K-8 School Districts in the Northern Region of New Jersey. Participants (N = 58) were given a link to a Microsoft Form anonymously via email. Several research questions revealed statistically significant findings between inexperienced and experienced administrators, rural school principals, suburban and urban school principals, elementary school principals, PreK-8, and middle school principals. Differences were seen in curriculum embedding educational equity, meeting the diverse needs of the students, and the level of comfort staff had in discussing race-related topics and incorporating diversity into classroom materials. These differences supported culturally responsive teaching and transformational leadership to diminish the discrepancies between the types of schools and administrators. The findings from this research led to various recommendations for future research and practice. One addresses a qualitative study on transformational leadership and effective DEI professional development. Building new behaviors, especially unlearning biased behavior, takes dedication, time, self-reflection, and commitment. Individuals must be motivated to become their best version and be inspired to build a school climate where all students achieve and feel valued. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]