Ncpea final 8-7-13

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Ncpea final 8-7-13

  1. 1. Global Educational Leadership: Perceptions from International K-12 Educators Presenters: Diane D. Mason, Ph.D. Cynthia D. Cummings, Ed.D. Jason R. Mixon, Ed.D. Lamar University Beaumont, TX August 7, 2013
  2. 2. Background • U.S. Department International Strategy • Global competencies • Education diplomacy • International benchmarking • Advance U.S. priorities • Strengthen K-12 education • No mention of leadership skills (U.S. Department of Education, 2012)
  3. 3. Purpose To investigate global educational leadership from the perspectives of four administrators and ten teachers living and working in seven international education contexts.
  4. 4. Research Questions • What is global educational leadership? • What are the characteristics or traits of a global educational leader?
  5. 5. Literature Review Global Leadership Frameworks and Characteristics • Globalization necessitates leaders with global perspectives (or global mindset) and intercultural competencies • Commonalities • Interconnectedness • Cross-cultural leadership • Social responsibility – think globally, but implement locally (Beechler & Javidan, 2007; Bird & Osland, 2004; Drucker, 2012; Irving, 2010; Morrison, 2000; Story, 2011)
  6. 6. Literature Review Global Leadership Frameworks and Characteristics • Demands facing global leaders • Heightened urgency for cultural awareness • Challenges with ethical issues relating to global markets • Wider and expanding world boundaries • Need to focus on global competencies and traits that reinforce success with global ambitions (Beechler & Javidan, 2007; Bird & Osland, 2004)
  7. 7. Literature Review Global Mindset • Paramount to success in global markets • Comprised of leadership traits that assist in influencing stakeholders from various cultural backgrounds, political affiliations, and institutional underpinnings • Consists of personal dimensions that utilize intellectual capital, psychological capital, and social capital – cognitive, affective, and behavioral dimensions (Bouquet, 2005; Drucker, 2012; Gupta & Govindarajan, 2002; Irving, 2012; Javidan & Walker, 2012; Kefalas, 1998; Kedia & Mukherji, 1999; Perlmutter, 1969; & Story, 2011)
  8. 8. Methodology • Phenomenological, qualitative study • Interviews and open-ended response items • Purposeful, convenient sample of participants • Four K-12 school administrators and ten classroom teachers representing the American Overseas Schools in Italy, Lebanon, Egypt, Saudi Arabia, Thailand, Kazakhstan, and the Middle Eastern Northern Africa (MENA) American schools • Two administrators and five teachers from one school • Two administrators and five teachers from other locations
  9. 9. Methodology • Interview questions and open-ended items same content • Describe your perception of global leadership in education. • Describe the characteristics or traits of a global educational leader. • Data collection • One-on-one interviews • SurveyMonkey™
  10. 10. Data Analysis Global Educational Leaders • Definition of global educational leadership continues to be a nebulous term • Identified characteristics and traits of global educational leaders which align with the three major areas of global mindset • intellectual capital (cognitive) • psychological capital (affective) • social capital (behavioral)
  11. 11. Data Analysis Global Educational Leaders • Possess a world view or global mindset to be able to effectively implement change and work closely with diverse students, faculty, and community members • Examine issues through various lenses • Comprehend international issues at an in-depth level • Possess a sense of inter-connectedness between multiple nations and environments • Embrace diversity and understand the complexities of working with different cultures • Demonstrate attitudinal and ethical dispositions to interact peacefully, respectfully, and productively • Communicate, preferably in multiple languages
  12. 12. Implications • Higher education scholarship and learning extends beyond national boundaries (American Council on Education, 2011) • Preparing K-12 students for success in a global environment • Be knowledgeable about world cultures, languages, and economic, environmental, and social systems • Be committed to preparing students to understand and act on matters of global importance • Be internationally focused to address needed changes in vision, mission, culture of a school, and developing curriculum, instruction, and assessment
  13. 13. Implications • Professional development for teachers and PK- 12 leaders should be re-evaluated through the lens of global competence and revised as needed. • Standards for global educational leadership need to be developed, as well as, competencies and skills for all leaders.
  14. 14. Future Research • Application of global leadership concepts in domestic school contexts • Development of standards and competencies for global educational leadership • Application of global leadership concepts for professional development • Study and teaching abroad opportunities for prospective teachers and leaders • Infusion of international content and perspectives into required education courses
  15. 15. Contact Information Diane R, Mason, Ph.D. Assistant Professor Center for Doctoral Studies in Educational Leadership Lamar University diane.mason@lamar.edu Cynthia D. Cummings, Ed.D. Assistant Professor Educational Leadership Lamar University cdcummings@lamar.edu Jason R. Mixon, Ed.D. Associate Professor Director of Doctoral Programs Center for Doctoral Studies in Educational Leadership Lamar University jason.mixon@lamar.edu
  16. 16. Paper and Presentation Located at URLs Paper http://www.ncpeapublications.org/images/Mason2.pdf Presentation http://www.slideshare.net/dianemason/ncpea-final-8713-24951400

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