The relationship between transformational leadership and cultural intelligence

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders. Design/methodology/approach -This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined. Findings -The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership. Practical implication -The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum. Originality/value -This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.

Exploring cultural intelligence truths: A systematic review

“…CQ and transformational leadership demonstrated a positive relationship both in terms of CQ as an aggregated concept (Ismail, Reza & Mahdi, 2012;Keung & Rockinson-Szapkiw, 2013) and in respect of (1) each of the CQ dimensions (Ismail et al, 2012) and (2) cognitive and behavioural CQ (Keung & Rockinson-Szapkiw, 2013). Motivational CQ and the democratic leadership style were also shown to correlate (Eken, Özturgut & Craven, 2014).…”

Cultural intelligence: Concepts and definition statements

“…Finally, although some of the included studies examined CQ and leadership (including, Eken et al, 2014, Keung & Rockinson-Szapkiw, 2013and Ismail, Reza & Mahdi et al, 2012, it was solely Van Dyne et al (2010) …”

Instructional Leadership Practices in International Schools in Malaysia: A Case Study

“…The demand for international schools, particularly in Malaysia, comes with the quest to improve this system of education (Hayden & Thompson, 2008;Keung & Rockinson-Szapkiw, 2013;Lee, Hallinger & Walker, 2012). However, studies on international schools are still far from the point of saturation (Keung & RockinsonSzapkiw, 2013).…”

“…International schools, as an organisation and a system, operate under the supervision of formal and informal leaders (Bailey, 2015;Mancuso et al, 2010;Keung & Rockinson-Szapkiw, 2013). In privately-run international schools, a board of directors oversee the general management of the school while academic and cocurricular management are given to school principals or heads of schools (Hayden & Thompson, 2008).…”