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Schools are indeed very diverse, and a key theme to emerge from our research is that a significant success factor is finding a good fit between the head and the type of school. Consider, for example, the difference between a start-up school in China which is run as a for-profit enterprise with a bilingual curriculum for Chinese students, and a well-established, oversubscribed not-for-profit school in Singapore with expatriate families and parent trustees.

Many respondents talked about the importance of prospective heads and boards undertaking the necessary due diligence to ensure the right fit. Having said that, in responses from very different schools there were many common themes. Our report identifies these and illustrates how they apply in different contexts, with many examples and verbatim comments. We identified seven main categories summarised in the figure above.

What follows is a series of verbatim quotes from participants in our research. Parents : As well as managing diverse expectations, there are all the language and cultural communication challenges to be managed, as well as the particular characteristics and idiosyncrasies of expatriate parents — for instance that they are often intensely involved with school life:.

Staff: The challenges of remote recruitment, skills shortages — especially in IB, retention, managing a diverse workforce and all the issues associated with mobilising and managing expatriates:. Governance : often seen as the number one issue by heads, who comment on the complexity of governance structures, dysfunctional operations, cultural dissonance and some specific challenges of proprietor boards and expatriate parent boards:.

Specific examples of spatial dualities are analyzed within the context of an international school in Turkey. The Roman god Janus, whose two faces see opposite perspectives, is utilized as a metaphor for the simultaneous composite nature of dualities. The article concludes that it is the challenge of leaders to make sense of opposite perspectives within their school and leading their school community to do the same.

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Sharing links are not available for this article. I have read and accept the terms and conditions. Copy to clipboard. Request Permissions View permissions information for this article. Leadership of international schools: Understanding and managing dualities. See all articles by this author Search Google Scholar for this author. Article information. Article Information Volume: 43 issue: 6, page s : Article first published online: October 21, ; Issue published: November 1, Abstract Full Text Abstract.

Keywords Educational leadership , special dualities , temporal dualities , international schools. Sign Out. Email required Password required Remember me Forgotten your password? Need to activate? Institutional Access does not have access to this content. Open Athens. Purchase Content 24 hours online access to download content. Subscribe to this journal. Recommend to your library.

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Vol 43, Issue 6, Internationally minded schools as cultural artefacts: Implications for school leadership. Journal of Research in International Education. Waheed Hammad and more Educational Administration Quarterly. William Everitt Management in Education. International School Principals: Routes to headship and key challenges Lucy Bailey and more Cookies Notification This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

Find out more. Tips on citation download. Google Scholar. New York : Palgrave MacMillan. Google Scholar Crossref. Social Psychology 3 : — Basadur, M Leading others to think innovatively together: Creative leadership. The Leadership Quarterly 15 1 : — Bates, R ed Schooling internationally: Globalisation, internationalisation and the future for international schools.

What’s so challenging about leading an international school? – John Catt's School Search

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