Teachers’ Perceptions of the Educational Leader’s Cultural Intelligence in International Schools: A Cross-National Comparative Case Study
DOI:
https://doi.org/10.62695/CEMM4267Keywords:
Teachers' perceptions, Educational leadership, Cultural intelligence, International education, International schoolsAbstract
This study examined teachers’ perceptions of their leaders’ Cultural Intelligence (CQ) in two different international schools in different geographical settings. With one international school located in Malta and the other in the Netherlands, this study discovered similarities and differences within the two schools in relation to the mentioned perception. Teachers’ perceptions of how their leader strives to cultivate the teachers’ CQ were also examined. Case study research was employed, where data were collected and analysed through mixed methods. The research tools used were questionnaires and interviews. Teachers completed questionnaires (N=38) which provided demographic information and a measure of their leader’s perceived CQ using the Cultural Intelligence Scale (CQS). In-depth evidence was derived from interviews (N=10) which triangulated the responses to the CQS. Quantitative and qualitative findings identified teachers’ positive perceptions of their leader’s CQ. Qualitative data also unravelled how teachers perceive their leaders to have a natural ability to navigate the international environment, fuelled by the trait of openness to new experiences. Interview data also delved into teachers’ opinions of how their CQ is being cultivated and could be further enhanced, and the rationale behind such need. The theme of guiding through modelling was also explored through the teachers’ and leaders’ viewpoints. These findings provide practical implications for educational leaders to enhance the CQ of teachers within their school, which would eventually ameliorate living in an intercultural environment.
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