A Case Study of Cross-Cultural Leadership in an Elementary School in Taipei City

• Main Authors: YU, YU-FEN, 游玉芬
• Other Authors: SUN, CHIH-LIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9g329w

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === With the international education policy of the Ministry of Education, the participation of foreign teachers in the primary and secondary campuses, schools become more international and global. It brings students international learning environments, however, it also challenges the educators, especially the issues of cross-cultural leadership. This study uses domestic and international literatures of cross-cultural leadership as theoretical base. The qualitative case study focuses on the foreign language department of Taipei Creativity Primary School (a pseudonym) which has an outstanding international education performance in recent years. The leadership of department director and the interaction among the members are the focuses of this study. Through reading relevant literature, the study collects and classify the interview data, observation records, reflective records, and school documents. The triangular cross-validation is carried out. The main findings obtained in this study is as follows: 1. Corss-cultural leaders must have good cultural intelligence and be empathized with leadership qualities such as fairness, separating public from private, enthusiasm, professional growth, international outlook, self-confidence, respect and communication. 2. The effective behaviors of cross-cultural leadership include: visionary leadership and shoulder the responsibility, cultivating and training other leaders, emphasizing empowerment and collaboration, emphasizing communication and creativity, incentives, rewards and punishments, and lead by self-example. 3. The challenges and dilemmas of cross-cultural leadership are divided into "cross-cultural team members" and "school and external environment." (1) The cross-cultural team includes “different communication methods”, “different attitudes of facing authority”, “decision-making”, and “emergencies”. (2) The school and the external environment include “the professional foreign teachers’ recruitment”, “inclusiveness of different cultures”, and “the balance of school-based curriculum and international curriculum”. Based on the above research findings, relevant recommendations for cross-cultural leadership are proposed as cross-cultural leaders, cross-cultural teams in schools, educational administrations, and follow-up studies.