Analyzing How School Leaders Promote Cultural Competence and Global Mindedness, Key Components of the IB (International Baccalaureate) Philosophy, Within Their Schools

This study investigates the role of school leaders in promoting cultural competence and global mindedness within International Baccalaureate (IB) schools. Cultural competence is defined as the ability to interact effectively with people from diverse cultural backgrounds, while global mindedness involves understanding and appreciating global interconnectedness and acting responsibly on a global scale. The research employs a mixed methods approach, integrating qualitative data from interviews and observations with quantitative survey data to provide a comprehensive analysis.Key findings reveal that school leaders actively promote these values through various curricular and extracurricular initiatives, such as integrating multicultural content, organizing international days, and facilitating exchange programs. Professional development for staff and community engagement, including parent involvement, are critical components of these efforts. However, leaders face significant challenges, including resource limitations, resistance to change, and the need to balance local and global perspectives.The study aligns with existing literature on culturally responsive teaching and global education while providing new insights into the specific strategies and challenges faced by IB school leaders. Recommendations for practice include enhancing community engagement, integrating multicultural content into the curriculum, and providing ongoing professional development. Policy implications suggest the need for funding and resources, comprehensive training programs, and support from IB organizations.Despite potential biases and constraints, such as self-reported data and a focus on experienced leaders in IB schools, the findings offer valuable contributions to the field. Future research should explore the perspectives of various stakeholders, conduct longitudinal studies on the impact of these initiatives, and compare practices between IB and non-IB schools. This study underscores the importance of educational leadership in fostering inclusive and globally minded educational environments, preparing students to be responsible global citizens.