This dissertation explores the integration of culturally responsive leadership (CRL) into the professional development of higher education academic professionals, with the goal of fostering critical consciousness, self-efficacy, and just praxis. Through an action research case study methodology, the study investigated the effectiveness of a CRL intervention within a professional development series at a liberal arts college. The findings reveal that CRL can significantly enhance participants' leadership capacity, critical reflection, and ability to challenge systemic inequities. Participants reported increased self-efficacy and advocacy for culturally responsive practices, though barriers such as institutional support and systemic inertia were also acknowledged. The study highlights the importance of continuous capacity-building and transformative leadership practices in higher education, advocating for a shift from the traditional notion of educational best practices to adaptive, emergent guidelines. The research contributes to the growing discourse on CRL, providing practical insights for cultivating inclusive, responsive, socially just academic environments. [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.]