Stakeholder views of factors that influence instructional leadership effectiveness in K-12 international schools in Thailand.

Abstract

This qualitative study explores stakeholder perspectives on the factors influencing instructional leadership effectiveness in K–12 international schools in Thailand. Educational leadership has become increasingly critical due to a rapidly evolving global landscape marked by globalization, internationalization of education, technological advancements and disruptions, and complex and fragile uncertainty. Grounded in cross-cultural, adaptive, and instructional leadership frameworks, this research examines how principals in culturally diverse settings navigate the challenges of leading teaching and learning. Drawing on Bourdieu’s theory of capital and integrating insights from stakeholders, the study addresses the contextual demands of international education in Thailand.Data were collected through interviews with internal stakeholders (administrators and teachers) and external stakeholders (parents and alumni) from two international schools in Thailand. The findings reveal that effective instructional leadership in this context is shaped by the leader’s ability to adapt to cultural diversity, promote collaborative school cultures, manage organizational complexity, and integrate technology meaningfully. Stakeholders emphasized the importance of communication, fostering a positive environment, being hands-on and visible, and encouraging professional development related to leadership. The study identifies key differences in how internal and external stakeholders perceive the role of leadership, offering valuable insights into aligning expectations and enhancing leadership practices. It also highlights how leadership effectiveness is shaped by vision, collaboration, and the ability to balance competing priorities. Limitations related to sample size, subjectivity, and contextual boundaries are acknowledged. This dissertation contributes to the literature on leadership in international schools in Southeast Asia, particularly Thailand. The results have important implications for leadership development, policy design, and school improvement efforts in multicultural and multilingual educational settings. This study amplifies stakeholder voices and provides a practical framework for international school leaders to foster inclusive, adaptive, and instructional excellence in an increasingly complex educational environment. Keywords: instructional leadership, international schools, stakeholder perspectives, cross-cultural leadership, Thailand, educational leadership