School Administrators’ Global Leadership Attributes and Behaviors
Abstract
The purpose of the study is examine school administrators’ global leadership attributes and behaviors. A simultaneous parallel design, a mixed-method research approach, was employed. In the quantitative dimension, data were collected from 502 volunteer teachers selected through simple random sampling. The qualitative dimension utilized a phenomenological design with a purposive sample of 20 volunteer school administrators. Quantitative data were analyzed using descriptive statistics and parametric tests, while qualitative data were analyzed for themes and patterns. Quantitative findings revealed that teachers' perceptions of school administrators' global leadership attributes and behaviors were influenced by the gender variable. Qualitative findings indicated that school administrators demonstrated strong global leadership attributes and behaviors rooted in universal values. However, administrators tended to respond proactively in some instances and reactively in most cases when addressing challenges related to cultural differences. The quantitative and qualitative findings, analyzed within the framework of the simultaneous parallel design, were found to complement and support each other.
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DOI: https://doi.org/10.51383/ijonmes.2024.398
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