The current environment of public school accountability requires K-12 public schools address an increasingly diverse population that includes ethnicity, language, gender, disability and socio-economic status. K-12 school leaders have the ability to influence school culture and thus school staff and the day-to-day workings of the classroom. This quantitative study utilized the Expanded Cultural Intelligence Scale (E-CQS) to explore the degree to which a relationship exists between the cultural intelligence of K-12 school leaders and school organizational culture as measured by an adaptive instrument based on the Seven Correlates of Effective Schools. The results indicate significant relationships exist between the four factor of the cultural intelligence of K-12 school leaders and the Seven Correlates of Effective Schools. There is a significant positive relationship between Behavioral CQ and Instructional Leadership, Metacognitive CQ and Opportunity to Learn and Student Time on Task and Cognitive CQ and Safe and Orderly Environment. Additionally, a strong positive correlation was indicated with Motivational CQ and Positive Home-School Relations. The results indicate a measurable impact of K-12 school leader cultural intelligence on the development and maintenance of school organizational culture and suggest the need to develop K-12 school leader cultural intelligence through principal preparation and leader training and professional development programs.
|Advisor:||Johnson, R. Boyd|
|Commitee:||Long, Al, Metzcar, Aaron|
|School:||Indiana Wesleyan University|
|School Location:||United States -- Indiana|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Keywords:||Cultural intelligence, Expanded cultural intelligence scale, K-12 administration, Organizational culture, Quantitative analysis, Seven correlates of effective schools|
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