Leader Authenticity in Intercultural School Contexts

Abstract

This article proposes that effective leadership in intercultural schools requires authentic understanding and related action; and that this can only be sought through a dedication to ongoing leadership learning. After briefly introducing the metaphor of authentic leadership, outlining the influence of culture on school leadership and the context of intercultural schools the paper suggests a number of learning avenues through which leaders can consciously reframe and better understand problems and solutions around these intercultural school contexts. These interrelated avenues include learning beyond standardised leadership prescriptions, simultaneously trusting and mistrusting experience, learning through student learning, learning through variation, learning through looking beyond culture and learning through curiosity. The major theme running through related discussion is that authentic intercultural leadership is particularly attuned to the values, beliefs and behavioural uniqueness of the students, teachers and others which comprise the community. In other words, it aims to acquire intercultural understanding on an ongoing basis and use this to inform leadership beliefs and practice. Therefore, authentic leadership and learning can be viewed as inseparably twinned.

School Principals’ Authentic Leadership and Teachers’ Psychological Capital: Teachers’ Perspectives

“…Authentic leaders not only clarify and stand by their personal beliefs, they also develop authentic interactions with others through self-reflection and adjustment, thus improving students' lives and learning within the given educational context (Walker & Shuangye, 2007). The results of this study demonstrate that authentic leadership seems to influence teachers' psychological capital.…”

“…However, there is a need for more empirical studies focused on authentic leadership. In addition, school leaders are challenged to be authentic even as they traverse the unsteady terrain created by conflicting internal and external values, structures and expectations (Walker & Shuangye, 2007). Thus, the extent to which principals are willing to pursue authentic leadership requires further exploration.…”

Principal preparation in Kenya, South Africa, and Canada

“…Leaders should be knowledgeable about cultural differences and be skilled at creating inclusive schools (Hernandez and Kose, 2012;Madsen and Mabokela, 2002). Walker and Chen (2007) advocated for leaders of diverse schools to develop intercultural understandings. They urged leaders to explore avenues of learning "beyond standardised leadership prescriptions, simultaneously trusting and mistrusting experience, learning through student learning, learning through variation, learning through looking beyond culture and learning through curiosity" (p. 185).…”

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

“…Leadership authenticity within intercultural schools involves more than leaders simply clarifying and articulating personal values, beliefs and purpose statements (Robertson & Webber, 2000). Rather, it must carefully account for the cultures which comprise the school and how these impact relationships, curriculum, learning and teaching, among other things (Walker & Shuangye, 2007). If this proposition is accepted, the issue becomes what leaders can do to build their authenticity in intercultural school contexts.…”