Abstract
This study aimed to explore the awareness, perceptions and experiences toward cultural intelligence for effective leadership in a Chinese international school. The objectives were to understand the level of awareness of the concept cultural intelligence in the school, explore participants’ perception of the importance of cultural intelligence for effective leadership, and identify how cultural intelligence is practised by participants within the school. Guided by Earley and Ang’s (2003) Cultural intelligence model, a qualitative case study was conducted, collected data through semi-structured interviews. Four categories of participants were purposively selected, namely management (academic matter), teachers (academic matter), management (non-academic matter) and the Parents’ Organisation (non-academic matter). One Chinese and one non-Chinese were chosen from each category.
The data indicated participants’ awareness, perceptions and experiences of cultural intelligence. Participants have a diverse understanding of culture, but with a common thread of being respectful, open-minded and accepting of differences. Further findings emphasised the participants’ perception of the importance of cultural intelligence for effective leadership, which is corroborated by the literature review. The practice of cultural intelligence was reflected in the participants’ efforts when engaging with those of different cultures, by adapting their approach in communication and behaviours as to not intentionally offend others or cause embarrassment. Participants did not display a high level of awareness of the concept cultural intelligence, specifically, but shared sensitivity and empathy towards those of other cultures. They saw themselves as practising cultural intelligence, and inadvertently developed their awareness of cultural intelligence through further studies and multi-cultural interaction. All interviewees appreciated the exposure to different perspectives, ideas, and the opportunity for personal growth that the intercultural setting offered. The main challenges participants highlight of being within a multi-cultural environment were misunderstandings due to miscommunication and stereotyping. The possibility of developing one’s own CQ through self-reflection and interaction with other cultures was emphasised. The value of CQ for all staff was another crucial theme that permeated the participants’ responses.