Educational leadership in culturally and linguistically diverse and complex international schools

Maxwell 2022 Educational leadership in culturally and linguistically diverse and complex international schools

The complexities of the culturally and linguistically diverse and complex international school context of leadership contribute to the high turnover of international school principals with the average tenure reported as being 3.7 years. This study sought to understand the leadership practices of successful international school principals who have demonstrated a capacity to sustain tenure beyond the average of 3.7 years by asking the research question:

Why are some international school principals able to successfully navigate culturally and linguistically diverse and complex international school contexts and experience tenure beyond 3.7 years?

Guided by this question, this study was conducted within a constructionist epistemology and guided by an interpretivist, symbolic interactionist theoretical framework using a case study methodology. The study was situated within the international school context. Participants were experienced international educational leaders who have worked in international schools as system leaders (2), school leaders (8), and school middle leaders (18).

Data was collected from the international school system leaders and school leaders through conceptual interview and member checking methods. Data was collected from the international school middle leaders through an online questionnaire. All data were analysed using the Saldana coding cycles and strategies and the NVivo coding program.

The new understandings which have been identified through these analyses of data collected through this study indicate that successful international school principals make meaning of the culturally and linguistically diverse and complex international school context through the lens of international school principal leadership attributes. Further, the new understandings indicate that the successful international school principal, again through the lens of the international school principal leadership attributes, intentionally enacts vision centred leadership in specific areas with others who are in the context of leadership.

Recommendations arising from this study addresses two key aspects of the role of an international school principalship. The first key aspect includes recommendations that focus on international educational organisations. These recommendations provide suggestions as to how to explore and develop programmes and policies which will facilitate and support successful and sustainable leadership in culturally and linguistically diverse and complex international school contexts. The second key aspect offers recommendations focussing on future research inviting the exploration of the characteristics of successful international school leadership and aspects which support and facilitate this success.