Culturally Responsive Leadership Development Needs for International School Leaders in Thailand
Keywords:
Leadership Development, Culturally Responsive Leadership, Priority Needs, International Schools in ThailandAbstract
This research aims to analyze the culturally responsive leadership development needs for international school leaders in Thailand. The study involved 67 participants, including 13 Thai school directors, 9 foreign principals, 24 Thai teachers, and 21 foreign teachers. Data were collected through questionnaires and analyzed by calculating frequencies, percentages, means, standard deviations, and the modified Priority Needs Index (PNImodified). The research instrument was validated by a panel of experts, with item-objective congruence (IOC) values ranging from 0.80 to 1.00, and demonstrated high internal consistency (Cronbach’s alpha = 0.965). The results showed that the current state of culturally responsive leadership was at a high level, while the desired state was at the highest level. Engagement with students, parents, and local communities was identified as the top priority (PNImodified = 0.237). For this area, cohorts and networks (33.60%) were the most preferred development strategies, with
a duration of 1-3 days (32.56%) and an onsite learning format (44.94%). Promoting culturally inclusive school environments (PNImodified = 0.232) ranked second among priorities. In this area, applied learning, cohorts, and networks (31.58%) were preferred strategies, with a 1-3-day duration (33.73%) and an onsite format (43.30%). This was followed by critical self-reflection on leadership behaviors (PNImodified = 0.190), with cohorts and networks (34.04%) most favored, a 1-3-day duration (43.33%), and a hybrid learning format (41.00%). Lastly, developing culturally responsive teachers (PNImodified = 0.158) was identified as the lowest priority. For this area, coaching and mentoring, along with cohorts and networks (31.85%), were the preferred strategies, with a duration of 1-3 days (37.04%) and a hybrid format (41.84%). The study’s contribution to scholarship on culturally responsive leadership development, especially in the Thai or Southeast Asian context.
Downloads
References
Allen, S. J. & Hartman, N. S. (2008). Leader Development: An Exploration of Sources of Learning. Organization Development Journal, 26(2), 75-87.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
Banks, J. A., & Banks, C. A. M. (2016). Multicultural education: Issues and perspectives. John Wiley & Sons.
Bureau of Academic Affairs and Educational Standards. (2018). The Basic Education Core Curriculum B.E. 2551 (Revised Edition B.E. 2560). Office of the Basic Education Commission (OBEC), Ministry of Education. [In Thai]
Council of International Schools. (2021). CIS international accreditation standards for schools. https://www.calameo.com/read/004701302ecdaa7907278?authid=x98iIy487Aef
Darling-Hammond, L. (2022). Reimagining American Education: Possible Futures: The policy changes we need to get there. Phi Delta Kappan, 103(8), 54-57.
Darling-Hammond, L., Alexander, M., & Hernández, L. E. (2024). Redesigning high schools: 10 features for success. Learning Policy Institute.
Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. (2007). Preparing school leaders for a changing world: Executive summary. Stanford Educational Leadership Institute (SELI).
Dola, T. Kao-ian, J., & Ruangpan N. (2022). Multicultural leadership and academic administration of school administrators under the Yala Primary Educational Service Area Office. Al-Hikmah Journal FTU, 12(24), 267-288. [In Thai]
Education Development Trust. (2021). Accreditation standards and guidelines. https://www.education developmenttrust.com
Epstein, J. L. (2010). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Gardiner, M. E., & Enomoto, E. K. (2006). Urban School Principals and Their Role as Multicultural Leaders. Urban Education, 41(6), 560-584.
Gooden, M. A. (2005). The Role of an African American Principal in an Urban Information Technology High School. Educational Administration Quarterly, 41(4), 630-650.
Hopson, R. (2001). Global and Local Conversations on Culture, Diversity, and Social Justice in Evaluation: Issues to Consider in a 9/11 Era. American Journal of Evaluation, 22, 6.
Ishimaru, A. (2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly, 49(1), 3-51.
Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M., & Tran, C. (2016). Reinforcing deficit, journeying toward equity: Cultural brokering in family engagement initiatives. American Educational Research Journal, 53(4), 850-882.
Johnson, L. (2007). Rethinking successful school leadership in challenging U.S. schools: Culturally responsive practices in school-community relationships. International Studies in Educational Administration, 35(3), 49-57.
Johnson, L. (2014). Culturally responsive leadership for community empowerment. Multicultural Education Review, 6(2), 145-170.
Kanjanawasee, S. (2013). Classical Test Theory (7th ed.). Chulalongkorn University Press. [In Thai]
Khalifa, M. A. (2012). A Re-New-ed Paradigm in Successful Urban School Leadership. Educational Administration Quarterly, 48(3), 424-467.
Khalifa, M. A. (2018). Culturally Responsive School Leadership (Race and Education). Harvard Education Press.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kulophas, D., & Hallinger, P. (2023). Successful school principalship in Thailand: a literature review. In International Encyclopedia of Education: Fourth Edition (pp. 490-500). Elsevier. https://doi.org/ 10.1016/B978-0-12-818630-5.05064-8
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32, 465-491.
Lumby, J., & Coleman, M. (2007). Leadership and Diversity: Challenging Theory and Practice in Education (Education Leadership for Social Justice). SAGE Publications.
Madhlangobe, L., & Gordon, S. (2012). Culturally responsive leadership in practice: A case study of a high school leader. Journal of Educational Administration, 50(4), 452-468.
New England Association of Schools and Colleges. (2020). Partnering with schools to co-create the future of education through purposeful accreditation focused on high-quality learning for all students. https://www.neasc.org
Nieto, S. (2008). Affirming diversity: The sociopolitical context of multicultural education. Pearson.
Office for National Education Standards and Quality Assessment. (2025). Framework for external quality assessment of basic education for special-purpose schools: International schools (B.E. 2568-2572). [In Thai]
Santamaría, L. J., & Santamaría, A. P. (2016). Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement. Routledge.
Shliakhovchuk, E. (2019). Cultural intelligence: An integrative literature review. Journal of Multicultural Discourses, 14(1), 77-97.
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools. Educational Administration Quarterly, 40(1),
-161.
Sleeter, C. E. (2012). Confronting the Marginalization of Culturally Responsive Pedagogy. Urban Education, 47, 23.
Sleeter, C. E., & Grant, C. A. (2009). Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender. Wiley.
UNESCO. (2015). Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. UNESCO
UNESCO. (2022). Global education monitoring report 2020: Inclusion and education. UNESCO.
Voltz, D. L., Brazil, N., & Scott, R. (2003). Professional development for culturally responsive instruction: A promising practice for addressing the disproportionate representation of students of color in special education. Teacher Education and Special Education, 26(1), 63-73.
Walker, A., & Dimmock, C. (2005). Leading the Multiethnic School: Research Evidence on Successful Practice. The Educational Forum, 69(3), 291-304.
Western Association of Schools and Colleges. (2021). Criteria for accreditation: Emphasis on equity and inclusion. https://www.acswasc.org
Wongwanit, S. (2019). Needs Assessment Research (4th ed.). Chulalongkorn University Printing Press.
[In Thai]
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Educational Management and Innovation Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Idea and suggestion proposed in articles of EMI Journal belong to and stem from authors. Editor, editorial board, and EMI Journal committee are not and will not intervene authors’ standpoint. By this, the university, editor, and editorial board will not responsible for any consequence occurred by the present of author’s idea and suggestion publicized in the EMI journal.
