Culturally responsive and socially just leadership is crucial in today's world. The author implemented a qualitative research method using a bounded case study. These terminologies: "culturally responsive, socially just, and equitable leadership" (Khalifa, 2020; Lopez, 2016; Peters & Luke, 2021; Shields, 2017) consciously formed the focal point of the study. Applied Critical Leadership was employed as the theoretical framework that established culturally responsive and socially just equity in instructional practices (Santamaria & Santamaria, 2012). The overarching goal was for school PK-12 principal supervisors to be "transformational leaders" in action (Anderson, 2017; Kim & Lee, 2021; Top, Abdullah, & Faraj, 2020; Torrance, Forde, King, & Razzaq, 2021), growing as socially and culturally responsive leaders in PK-12 settings, which was germane to the predicted outcomes and findings. Finally, this study sought to evaluate the Highly Objective Uniform State Standards of Evaluation (HOUSSE) forms and documents of the state of New Mexico's PK-12 evaluation criteria for principals. I also interviewed direct and indirect principal supervisors in one of the school districts in the Southwest region of the United States. [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.]