Browsing by Subject "International Schools"

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    Factors Contributing to the Intercultural Competence of International School Administrators: A Mixed Methods Study
    (2016-05) Jubert, Daniel
    This mixed-methods study explored the intercultural competence of international school administrators employed in member schools of the East Asia Regional Council of Schools (EARCOS). The purpose of this study was to assess international school administrators’ intercultural competence and determine if differences exist due to specific demographic and background factors. An explanatory sequential mixed methods model of research was undertaken. Quantitative data was derived from the Intercultural Developmental Inventory (IDI; Hammer, 2011), while qualitative data was derived from semi-structured interviews with selected individuals who took the IDI. A total of 260 international school administrators were administered the IDI to determine their intercultural competence and potential factors influencing their development. The IDI, version 3, is a psychometrically valid instrument constructed to measure orientations toward cultural differences, adapted from the Developmental Model of Intercultural Sensitivity (DMIS). Following the administration of the IDI, 15 international school administrators whose IDI profile reflected an intercultural mindset were interviewed to obtain additional life factors potentially influencing development across the intercultural continuum. Results from the IDI indicated international school administrators mean developmental orientation score was 102.49, placing them in the minimization stage of the continuum. At this stage, individuals are familiar with dissimilar cultures and aware of differences in cultural patterns, yet focus primarily on unifying frameworks. International school administrators also had high perceptions of their intercultural competence, with the mean perceived score significantly above their actual score. The number of years living outside of passport country showed a significant relationship with developmental orientation of intercultural competence. Those administrators who had spent 10 or more years outside of their passport country had significantly higher levels of intercultural competence. Results from international school administrators who were operating at the highest levels along the continuum were also analyzed. These administrators took wide-ranging paths to develop intercultural competence, suggesting there is no “one-size-fits-all” approach. Significant themes generated throughout the interviews included gaining more experience in diverse settings, increasing both cultural specific and cultural general knowledge, and modifying ones’ thought process to be more open, curious and self-reflective regarding cultural experiences. Implications for practice and recommendations for future research are discussed.
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    Factors Influencing International School Leaders’ Views of Inclusive Education and the Inclusion of Students with Special Needs
    (2016-07) Mitchem, Marlo
    The purpose of this study is to determine the factors influencing international school leaders’ views of inclusive education and the inclusion of students with special needs. The first research question focuses on international school leaders’ definition of inclusive education. The remaining questions examine the institutional, classroom, and individual factors that influence international school leaders’ views of the inclusion of students with special needs. The study is a mixed-methods design. In stage one of the research, a survey was administered to the current members of the Academy for International School Heads with a return rate of 16.5% via online. The survey is modeled after Bailey’s Inclusion Attitudes Scale (2004). In the second stage, nine survey participants were selected for a semi-structured interview. The study results are organized by research question. The study findings suggest that institutional factors play a prevalent role in influencing international school leaders’ views on the inclusion of students with special needs. In particular, a lack of access to specialists, negative stakeholder views, admittance policies, and a lack of teacher training are identified as potential barriers to the inclusion of students with special needs at international schools. Classroom factors such as the level of special need and teacher workload/classroom management are also identified as obstacles while the social benefits are a facilitator. Individual factors do not appear to influence international school leaders’ views on the inclusion of students with special needs; however, a specific leadership approach that promotes inclusive education in international schools is identified.