Cultural Intelligence and Cross-Cultural Adjustment: A Predictive Study of K-12 International School Principal Longevity

 Link: https://www.proquest.com/dissertations-theses/cultural-intelligence-cross-adjustment-predictive/docview/3053900002/se-2

 

Author: Lorraine Hoffmeyer-Hirakawa

Degree: Doctor of Education

Institution: Northwest Nazarene University

Year: May 2024

Analyze and present by: Punnarat Chinnapha, Ph.D.

Student ID: 244511003

Abstract

This study investigates the predictive relationship between cultural intelligence (CQ) and cross-cultural adjustment (CCA) in determining the retention and effectiveness of K-12 international school principals. Principal turnover, a pervasive issue in international education, disrupts school stability and student achievement, underscoring the need to identify factors that enhance leadership longevity. Through a quantitative research design, 30 principals completed surveys measuring CQ across four dimensions (metacognitive, cognitive, motivational, behavioral), alongside job satisfaction and CCA indicators. Statistical analysis revealed that higher CQ is strongly correlated with improved cultural adjustment, greater job satisfaction, and extended tenure. These findings highlight the significance of CQ in addressing leadership challenges in culturally diverse educational environments. The study recommends integrating CQ-focused strategies in recruitment, professional development, and support programs to promote principal retention and strengthen organizational stability in international schools.

 

Research Objectives & Questions

The dissertation seeks to:

1. Investigate how cultural intelligence influences international school principals’ job satisfaction.

RQ 1: Is there a significant relationship between cultural intelligence and an international school principal’s job satisfaction?

2. Examine the relationship between CQ and cross-cultural adjustment (CCA).

RQ 2: Is there a significant relationship between an international school principal’s cultural intelligence and their ability to experience successful cross-cultural adjustment?

3. Analyze whether CQ predicts longevity in leadership positions at international schools.

RQ 3: Is there a significant relationship between cultural intelligence and an international school principal’s length of service in a leadership position?

These objectives align with the pressing need to address principal turnover in international schools, where leadership instability has detrimental impacts on school culture and student success.

 

Research Scope & Design

This study focuses on the relationship between cultural intelligence (CQ) and cross-cultural adjustment (CCA) as predictors of job satisfaction, effectiveness, and longevity among K-12 international school principals. It encompasses the following dimensions:

Target Population & Sampling:
The population of this study are international school leaders of K-12 international schools who operate in culturally diverse environments worldwide. The 30 school principals selected for this quantitative study needed to meet three criteria: (1) currently working in a leadership position outside their home country; (2) have experience working in culturally diverse environments; and (3) consent to participate in the study. While this size provides meaningful insights into the population, it reflects the study’s exploratory nature and limited scope.

Sampling technique consists of a combination of convenience sampling and snowball sampling. Convenience sampling: participants were recruited through postings on professional networks, such as the Council of International Schools (CIS) LinkedIn page and international school leaders’ Facebook groups. Snowball sampling: existing participants referred to other international school principals within their networks to participate. The selected sampling method allowed access to a highly specialized population with logistical constraints, leveraging professional networks and referrals to ensure sufficient participant representation.

Thus, an online survey was distributed using Qualtrics to ensure accessibility for participants across various geographic locations. Responses were anonymized, and participants were assigned confidential codes to maintain privacy.

 

Variables & Instruments

·       Independent Variable: Cultural intelligence (CQ), measured across four dimensions: metacognitive, cognitive, motivational, and behavioral.

·       Dependent Variables: Job satisfaction, cross-cultural adjustment (CCA), and principal longevity.

Instruments
The study utilized established, validated instruments to ensure reliability and validity:

·       Cultural Intelligence Survey (CQS):

-     A 20-item questionnaire measuring CQ dimensions.

-     Includes subscales for metacognitive CQ (4 items), cognitive CQ (6 items), motivational CQ (5 items), and behavioral CQ (5 items).

-     7-point Likert scale (1 = strongly disagree; 7 = strongly agree).

·       Cross-Cultural Adjustment Scales (CCA):

-     Adapted Brief Acculturation Scale (BAS) for sociocultural adaptation (8 items).

-     7-point Likert scale (1 = extremely difficult; 7 = extremely easy).

-     Brief Psychological Adaptation Scale (BPAS) for psychological adjustment (9 items).

-     7-point Likert scale (1 = always; 7 = never).

-     Some questions were reverse-coded because the questions measured negative feelings.

·       Job Satisfaction Measure:

-     Two survey items assessing overall job satisfaction.

·       Demographic: Nine demographic questions to collect data about the length of service, gender, age, and international experience.

Validity and Reliability

Content Validity: five-person panel of international school leaders previewed questions and provided feedback to assure content validity about the combined instrument and relevance of the questions. Content validity (CVI) was calculated for each item. Questions scoring (CVI > .85) were retained. Only one question from the BAS was eliminated.

Pilot Study: The 47-question survey was piloted by 21 international school leaders working in Kuwait. The internal consistency of the pilot instrument was assessed.

CQS had a Cronbach’s alpha level of a = .754, which is a good level for proceeding with the study. However, the researcher removed one item from the CQS which raised  a = .802.

BAS had a good internal consistency level, a = .814.

BPAS had a Cronbach’s alpha level of a = .690, a poor internal consistency score. Again, the researcher removed one item and raised a = .797, a more acceptable score.

 

Statistical Methods (Final Survey)

Descriptive Statistic

Thirty international school leaders responded to the survey. Respondents were 63% male and 37% female. The tables below show example descriptive data of the participants.

 

Cronbach’s alpha (Final Survey)

CQS had a Cronbach’s alpha level of a = .876, a good internal consistency score.

BAS had a Cronbach alpha level of a = .827, a good internal consistency score.

BPAS had a Cronbach alpha level of a = .678, a poor internal consistency score. One item was removed and raised Cronbach’s alpha of a =.710, a more acceptable score.

 

Normal Distribution

Shapiro-Wilk’s test (p > .05) was used to assess the normality of participant data.

 

However, when the researcher treated CQ as a single variable, the normality of the data Shapiro-Wilks test (p > .05) did not violate normality as seen below.

 

 

The Shapiro-Wilks test (p > .05) for all cross-cultural adjustment factors and total cross-cultural adjustment (CCA) data met the normality assumption. Hence, all p > .05.

 

Principal Component Analysis (PCA) or Exploratory Factor Analysis

The researcher used principal component analysis to reduce the data to a more manageable size while retaining essential information. She extracted components with the highest eigenvalues during this process, explaining the most significant variance percentage (Field, 2018). Thus, the researcher utilized PCA on CQ and CCA before correlating the two variables to job satisfaction and principal longevity.

The Direct Oblimin rotation was used to adjust the factor loadings to simplify the structure by maximizing the loading of variables on specific components while minimizing cross-loadings. According to the researcher, the retained component had several significant factors, loading greater than .6 and thus, questions within component one were combined to create the CQ analysis score for participants moving forward in answering the research questions.

The PCA procedure for examining components of cross-cultural adjustment (CCA) was the same as the process for cultural intelligence (CQ) and can seen below.

 

Pearson’s Correlation Analysis

To provide answers to RQ1, the researcher utilized Pearson’s correlation analysis to examine the relationship between job satisfaction and cultural intelligence.

According to the researcher, there was a slight positive correlation for those school leaders who have served between 4-10 years and suggested to partially reject the null hypothesis H1, there is no significant relationship between cultural intelligence and job satisfaction for principals in international schools.

For RQ2, Pearson’s correlation analysis examined the significant relationship between an international school principal’s cultural intelligence and their ability to successfully adjust cross-culturally.

The data above shows, and suggested by the researcher, there was moderately positive correlations between participant CQ and their ability to acculturate (r =.39) and psychologically adapt (r = .30) to their new country of work for those participants within their first three years. But time changed, as data indicates that participants who have worked between 4-7 years show a negative correlation between both factors of cross-cultural adjustment.

Independent Samples t-test

For RQ3, Independent Samples t-test was applied to examine a significant relationship between cultural intelligence and an international school principal’s longevity in an international school leadership position.

The data above suggested that one can accept the null hypothesis H3: there is no significant relationship between cultural intelligence and international school principals' service length.

 

Strength

·       Well-Defined Theoretical Framework:

-     The dissertation provides a solid theoretical framework for Cultural Intelligence (CQ), explaining its four key dimensions (metacognitive, cognitive, motivational, and behavioral). It thoroughly discusses how CQ might influence leadership in international settings, drawing on a range of literature to support this theoretical foundation.

·       Quantitative Research Design:

-     The use of quantitative methods, specifically a survey, is appropriate for addressing the research questions.

-     The use of validated scales like the Cultural Intelligence Survey (CQS) and the Brief Psychological Adaptation Scale (BPAS) ensures that the measurements used in the study are reliable and established.

·       Use of Principal Component Analysis (PCA):

-     PCA is a strength because it reduces the complexity of the data, helping to identify key underlying factors in Cultural Intelligence and Cross-Cultural Adjustment. This adds rigor to the analysis by isolating the most influential components and improving the clarity of the findings.

-     The use of PCA enhances the interpretation of the data and strengthens the study's statistical foundation.

 

Weakness

·       Small Sample Size:

-     The study relies on a small sample size of 30 principals from international schools. While this sample provides useful insights, it limits the generalizability of the findings. A larger sample would increase the reliability and statistical power of the analysis, making the conclusions more robust.

·       Data Analysis:

-     While Pearson's correlation and t-tests are appropriate for testing relationships, the study could benefit from more advanced statistical methods like regression analysis to control for potential confounding variables such as school size, location, and available resources.

-     The dissertation could further elaborate on the limitations of the statistical analysis, particularly given the small sample size, and how this might affect the interpretation of the results.

·       Discussion of Findings:

-     The findings are presented clearly, but the discussion could go deeper into how contextual factors, such as school culture or institutional policies, influence the relationship between CQ and principal retention. This would provide a more nuanced understanding of the results.

-     The study mentions job satisfaction but could explore other factors like workload or professional development in greater detail, offering a more comprehensive analysis of principal retention.

-     Data interpretation may be biased by the researcher.

 

Conclusion

The dissertation provides a solid contribution to understanding the relationship between Cultural Intelligence (CQ) and the longevity of international school principals. The study is well-structured, with a strong theoretical framework and quantitative methodology. However, the small sample size, limited scope, and lack of diversity in the sample are significant weaknesses. Addressing these limitations in future research could improve the generalizability and depth of the findings. Additionally, while PCA is a strength, the study could further explore the implications of its findings, particularly in relation to school leadership practices.

Strategy Formulation for Enhancing Personnel Competencies to Support Digital Era Tasks at the Office of the Permanent Secretary, Ministry of Education

 Strategy  Formulation  for  Enhancing  Personnel  Competencies  to  Support  Digital  Era  Tasks at the Office of the Permanent Secretary, Ministry of Education
 

Nittaya Jantungyai,*¹  Narin Sungrugsa^,2 & Wannawee Boonkoum³ 

Faculty of Education, Silpakorn University, Thailand^1,2

Faculty of Management Sciences, Silpakorn University, Thailand³

 

ASEAN Journal of Educational Vol.10 No.1 (January – June 2024)

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

This policy research aimed to: 1) study the circumstances and expectations of personnel competencies required to support digital era tasks within the Office of the Permanent Secretary, Ministry of Education; 2) propose strategies for enhancing personnel  competencies;  and  3)  present  and  endorse  these  strategies.  Qualitative  research and the Ethnographic Delphi Futures (EDFR) technique were employed. The  research  process  comprised  three  steps.  Firstly,  30  academic  experts  and  stakeholders  were  interviewed,  and  their  responses  were  analyzed  using  content  analysis, SWOT analysis, TOWS Matrix, PESTEL analysis, and 7's MCKINSEY analysis to assess personnel competencies. Secondly, the three-round Ethnographic Delphi Futures technique was utilized to propose strategies for enhancing personnel competencies,  involving  25  experts  in  reviewing  the  drafted strategy.  Thirdly,  a policy meeting was conducted with 30 participants, including administrators, experts, academics,  and  practitioners,  to present and endorse  the  draft  strategy,  with  data  collected analyzed using content analysis. The research findings were as follows:1.  Personnel  competencies  exhibited basic  abilities  and  understanding  of  digital  technology  but lacked  comprehensive  analysis  of  development  needs,  hindering optimal performance. Additionally, budget constraints limited personnel development coverage across all job positions. 2. The strategy for personnel competencies comprised four draft strategies:  1)  Enhancing  personnel abilities,  skills,  and competencies in digital technology for job tasks;  2)  Cultivating  cultures,  mindsets,  values, and  attitudes fostering self-development in digital technology to adapt to evolving trends; 3) Developing flexible, modernized personnel management systems to address digital era tasks; 4) Improving digital technology systems, mechanisms, and infrastructures to enable efficient digital task performance. These draft strategies received significant endorsement from experts.3.    The strategy and its endorsement  were unanimously agreed upon by stakeholders, indicating consensus on its faultlessness, appropriateness, probability, and feasibility for implementation at the highest level.

 

Research Objectives

1. To study the circumstances and expectations of personnel competencies required for digital-era tasks at the Office of the Permanent Secretary, Ministry of Education.
2. To develop strategies for enhancing personnel competencies.
3. To present and endorse the strategies for improving personnel competencies.

Principles, Concepts, and Related Literature

Policy research focuses on analyzing and developing strategies to adapt to the changes in the digital era. Key frameworks and concepts include:

• Competencies: Developing knowledge, skills, and motivation of personnel.
• Strategic Management: Formulating and adjusting strategies to meet long-term needs.
• Digital Skills: Using digital technology to improve work efficiency.

Conceptual Framework

The research adopts a conceptual framework that integrates qualitative research methods with the Ethnographic Delphi Futures Research (EDFR) technique, emphasizing:

1. Analyzing circumstances and expectations.
2. Developing draft strategies.
3. Presenting and endorsing strategies.

Research Methodology

Population and Sample

The study involved 85 participants, including:

• Experts in human resource management and digital technology.
• Personnel from the Office of the Permanent Secretary, Ministry of Education.

Research Tools

• In-depth interviews: Designed to collect qualitative data.
• Questionnaires: Using a 5-point Likert scale to measure participants' opinions.

Validation and Testing of Research Tools

• Tool Reviewers: The research tools were reviewed by three experts with experience in human resource development and policy research.
• Review Process:
1. Assessing the appropriateness of the questions and content coverage.
2. Providing recommendations for improving clarity and alignment with research objectives.
• Testing the Tools:
1. Conducting a pilot test with a small group of 10 participants resembling the target group.
2. Analyzing the data to evaluate the validity and reliability of the tools.
3. Refining the tools based on analysis results and feedback from the pilot test group.

Analysis Techniques

• Utilizing SWOT Analysis, PESTEL Analysis, and TOWS Matrix to synthesize data from interviews and questionnaires.
• Applying the EDFR technique to refine and improve the strategies.

Research Steps

1. Studying the current circumstances and expectations.
2. Developing and reviewing draft strategies.
3. Presenting and endorsing the strategies.

Key Findings

1. Personnel demonstrated basic competency levels but lacked advanced skills in digital technology.
2. Four draft strategies were proposed:
• Enhancing digital skills for job performance.
• Promoting a culture of self-development.
• Modernizing personnel management systems.
• Establishing digital systems and infrastructure to support work processes.

Conclusions and Recommendations

The proposed strategies were endorsed by experts as feasible and practical. Recommendations include:

• Allocating budgets for digital skills development.
• Promoting learning and development through online courses.
• Establishing evaluation and monitoring systems for personnel development.

A Study of Disruptive Leadership of School Administrators in the Eastern Economic Corridor (EEC)

A Study of Disruptive Leadership of School Administrators in the Eastern Economic Corridor (EEC)
การศึกษาภาวะผู้นําแบบ Disruptive Leadership ของผู้บริหารสถานศึกษาในเขตพัฒนาพิเศษภาคตะวันออก

 

พลธาวิน  วัชรทรธำรงค์¹   และศศินันท์  ศิริธาดากุลพัฒน์²

Pholthawin  Wacharadhornthumrong¹

ผู้อำนวยการโรงเรียนบางละมุง จังหวัดชลบุรี¹

 คณะศึกษาศาสตร์ มหาวิทยาลัยบูรพา²

Director of Anubanbanglamung School, Chonburi, Thailand

Faculty of Education, Burapha University, Thailand

 

ครุศาสตร์สาร  ปีที่ 17 ฉบับที่ 1 (มกราคม-มิถุนายน 2566)
Journal of Educational Studies Vol.17 No.1 (January – June 2023)

 

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut 

Abstract

This research aimed to 1) investigate the level of disruptive leadership of school administrators in the Eastern Economic Corridor (EEC) 2) compare the level of disruptive leadership as classified by gender,  educational background and work experience and 3) study guidelines for disruptive leadership development of school administrators in the Eastern Economic Corridor(EEC). The 512 samples consisted of 256 school administrators and  256  academic teachers in schools under the office of  Primary  Educational  Service Areas in the  Eastern  Economic  Corridor (EEC) which  were obtained  by  proportional stratified random sampling. The tools used in  the  research  was a set of  5-rating  scale questionnaires. The statistics used in the data analysis were frequency, percentage, mean, standard deviation, and t-test for independent Samples. The research findings were as follows: 1. The level of disruptive leadership of school administrators in schools under the office of Primary Educational Service Areas in the Eastern Economic Corridor (EEC) as a whole was at a high level, ranking from high to low of mean scores; there were digital leader, creative thinking, innovation focus, risk management, strategy, continuous Learning, integration, network, empowerment, and commitment respectively. 2. Comparison of disruptive leadership level of school administrators as classified by gender, educational background, and work experience found that the differences were not statistically significant respectively. 3.  Guidelines for disruptive leadership development of school administrators in the Eastern Economic Corridor (EEC), there were continuous learning self-development, adapting and accepting disruptive changes, Keeping up with technological advances and innovations, educational innovation development and management, strategic and creative thinking, participating in meetings, training, seminars on innovation and new technologies, practicing decision-making skills in different situations, empowering people in operations, seeking  collaborative  networks to  improve  the  quality  of  education both  personal,  ICT networks and social media, etc.

🔎Research Objectives

This study examines the Disruptive Leadership of school administrators in the Eastern Economic Corridor (EEC). The research objectives are as follows:

1. To investigate the level of Disruptive Leadership among school administrators.
2. To compare the level of Disruptive Leadership by gender, educational background, and work experience.
3. To explore guidelines for developing Disruptive Leadership.

Principles, Concepts, Theories, and Related Literature

The concept of Disruptive Leadership emphasizes adaptation and innovation to address rapid changes in the digital era. Key components include:

• Digital Leadership: Utilizing technology for development.
• Continuous Learning: Adapting and self-improvement.
• Creative Thinking and Innovation: Seeking new approaches.
• Risk Management: Strategizing to manage changes effectively.

Conceptual Framework

The research employs a framework synthesized from theories and related literature, focusing on the components of Disruptive Leadership. It covers ten critical dimensions, such as digital leadership, innovation focus, risk management, and empowerment within organizations.

📈📐Research Methodology

• Population and Sample: The study involved 512 participants, including school administrators and academic teachers in the EEC.
• Research Tools: A 5-point Likert scale questionnaire and open-ended questions.
• Statistical Analysis: Data were analyzed using means, standard deviations, and t-tests.

🔑🔆Key Findings

1. Overall Leadership Level:
   Overall, Disruptive Leadership was found to be at a high level. The top-rated aspects were digital leadership (mean = 4.38), creative thinking (mean = 4.34), and innovation focus (mean = 4.20).
2. Comparative Analysis:
   No statistically significant differences were found when comparing Disruptive Leadership levels by gender, educational background, or work experience.
3. Development Guidelines:
   Emphasis should be placed on continuous learning, keeping up with technological advancements, and building collaborative networks to improve educational outcomes.

Conclusions and Recommendations

The research highlights that school administrators in the EEC exhibit leadership capabilities suited to the challenges of the Disruptive Era. Focus should be directed toward fostering innovation and ongoing development to enhance the quality of education in this transformative period.