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. 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. Purpose
To investigate global educational
leadership from the perspectives of four
administrators and ten teachers living
and working in seven international
education contexts.

4. Research Questions
• What is global educational leadership?
• What are the characteristics or traits of a
global educational leader?

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Paper and Presentation
Located at URLs
Paper
http://www.ncpeapublications.org/images/Mason2.pdf
Presentation
http://www.slideshare.net/dianemason/ncpea-final-8713-24951400