A Comparative Study of Systemic Issues in Schools: Perspectives from Five Countries

The new millennium of global trade, multi-cultural societies, and nearly world-wide internet access has created a new level of internationalism (Dimmock & Walker, 2000). Within education this also holds true, due to the... [ view full abstract ]

The new millennium of global trade, multi-cultural societies, and nearly world-wide internet access has created a new level of internationalism (Dimmock & Walker, 2000). Within education this also holds true, due to the increase educational policy and practices interplay between countries, utilization of achievement comparisons, and determination to identify effective leadership practices around the world (Briggs, Coleman, & Morrison, 2012). While there has been growth in understanding, a comparative branch of educational leadership and management research has failed to emerge, especially at the international level (Dimmock & Walker, 2000).

The purpose of this comparative study was to investigate leadership practices in five countries (Costa Rica, Hong Kong, Ireland, Scotland, and the United States). Practices examined were principal agency related to leader transition and support for students with disabilities as well as children whose first language is ‘othered’.

To address these systemic issues in international settings, the following research questions guided this study:

1.  What leadership practices are most frequently enacted in the areas of transition and succession, students with special needs, and students whose language is ‘othered’ in Costa Rica, Hong Kong, Ireland, Scotland, and the United States?

      2. How do these leadership practices compare across the country?

Participants are scholars from Costa Rica, Hong Kong, Ireland, Scotland, and the United States, were recruited by Dr. Angelle, the instructor for the Comparative Studies in Global Leadership course at a USA university.  Scholars are all members of the International School Leadership Development Network and are professors at universities in their respective countries.  The principal investigators in the study are all doctoral students at The University of Tennessee, USA.  Each doctoral student constructed a protocol on one issue, with the same questions asked of each participant, though follow up/probing questions varied by participant response. Interviews were conducted via Zoom, an internet based video conferencing tool.  Consent forms were forwarded, signed, and returned prior to the interviews.  Interviews were transcribed, coded, and identified for themes.    Once individual students identified themes by issue, results were compared and common themes across systemic issues were identified. Results indicated that while common systemic issues existed across countries, the approach to addressing these issues was strongly related to the context in which these issues took place.  Educational policy, scarcity of resources, and demographics, not only of each country, but of schools, highlighted the difficulty in offering ‘one size fits all’ solutions.