International expatriate schools require educational leaders to guide culturally diverse stakeholders as they prepare students to address world problems. In the United States, effective educational leadership has been demonstrated as necessary to implement research-based practices. However, researchers have not yet established the leadership needed from expatriate kindergarten through Grade 12 school leaders seeking to develop global citizens. This gap leads to the question of how international expatriate educational leaders demonstrate empathetic, emotionally self-managed, or interculturally sensitive skills when meeting a school’s global-minded strategic plan. The purpose of this case study was to describe expatriate school leaders’ perceptions of how they and their peers demonstrate these skills. The conceptual framework included distributed leadership, emotional intelligence, and intercultural sensitivity in the context of global citizenship. Data from an expatriate middle school in China included interviews with school leaders, documents, and researcher notes. The results indicated that expatriate leaders demonstrated empathy through social responsibility, emotional self-management through personal and professional competence, and intercultural sensitivity through active civic engagement. International expatriate schools may benefit if educational leaders demonstrate support and concern and provide examples of the global-mindedness expected of students. These results can guide faculty members’ professional competencies toward implementing instructional programs that target the development of global citizens. Social change could result from international expatriate schools applying described models of distributed leadership toward a unified and socially just purpose.
|Advisor:||Keen, Cheryl H.|
|Commitee:||Newell, Sigrin T., Stein, David S.|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Multicultural Education, School administration|
|Keywords:||Distributed leaderships, Educational leadership, Emotional intelligence, Global citizenship, Intercultural sensitivity, International education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be