This dissertation examined Culturally Responsive School Leadership (CRSL) within California's educational system using a quantitative approach with qualitative insights (Merriam & Tisdell, 2016). The study, guided by two research questions, investigated the impacts of school leaders' demographics (race, gender, and experience) on their self-reported CRSL implementation. The study also compared school leaders' self-reported CRSL proficiency within different administrative positions (i.e., Elementary, Middle, High school, and District/County Office). Data collected from 68 leaders were analyzed using ordinal regression analyses to identify demographic correlations with CRSL perceptions, supplemented by thematic analysis of interviews, which highlighted challenges, levels of inclusion, and recommendations for improving CRSL efforts. The findings suggest adopting multifaceted and inclusive approaches to educational leadership to enhance equity and inclusivity. It is also recommended that further research employ both quantitative and qualitative factors to measure applied CRSL practices rather than perceived or self-reported practices. [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.]