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Research Proposal Was Approved by Human Subjects, the Entire Group Of IMPACT OF CULTURAL INTELLIGENCE ON THE LEADERSHIP PRACTICES OF ELEMENTARY PRINCIPALS Linda Davis Meyerson B.A., Texas Wesleyan University, Fort Worth, Texas, 1972 M.A., California State University, Fresno, 1996 DISSERTATION Submitted in partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2012 Copyright © 2012 Linda Davis Meyerson All rights reserved ii IMPACT OF CULTURAL INTELLIGENCE ON THE LEADERSHIP PRACTICES OF ELEMENTARY PRINCIPALS A Dissertation by Linda Davis Meyerson Approved by Dissertation Committee: Frank Lilly, Ph.D., Chair Edmund W. Lee, Ed.D. Jana Noel, Ph.D. SPRING 2012 iii IMPACT OF CULTURAL INTELLIGENCE ON THE LEADERSHIP PRACTICES OF ELEMENTARY PRINCIPALS Student: Linda Davis Meyerson I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. , Department Chair Caroline S. Turner, Ph.D./Professor Date iv DEDICATION This study is dedicated to my Mom and Dad who felt my brother and me were their most prized possessions. Their work ethic and determination to overcome the challenges life offered set the example for me to know that all things are possible with dedication, determination, pride and hard work. This study is also dedicated to Jonathan and Matthew Meyerson. My hope is that I have effectively modeled the importance of education, diligence, and the attainment of personal goals. v ACKNOWLEDGMENTS This study could not be completed without the support from those who inspired me to continue with my dreams even when times were difficult. I would like to convey my most sincere appreciation and thanks to my husband, Jerry, for always believing in my successes. The time that I spent on continuing with my education was made possible by his understanding and support. Throughout the process, he never questioned my success in completion. I would like to thank my family, especially my brother Bill for his continued support and help with making and correcting the endless charts and statistics. A special thanks go to my close friends who have heard far more than they ever wanted about my journey to completion. Your patience and understanding has helped me through the process. Thank you also goes to my chair, Dr. Frank Lilly, for believing in me from our first day together. To my former co-administrators from Elk Grove Unified School District, thank you for leading the way in demonstrating how to embrace challenges and overcome obstacles. Thank you to the principals who allowed me to enter their halls and watch their tremendously effective administrative skills in touching the lives of each person with whom they shared their day. Last but not least, thank you to my classmates for your unending support. The support and friendship of so many through this process has been essential to my soul. vi CURRICULUM VITAE Education Doctor of Education, Administration and Supervision, California State University, Sacramento, 2012 Administrative Service Credential, California State University, Sacramento, 2012 The Art and Craft of the Principalship, Harvard Graduate School of Education, Boston, MA, 2004 Master of Arts, Curriculum and Instruction, California State University, Fresno, 1995 Bachelor of Arts, English, Texas Wesleyan University, 1972 Professional Employment Elk Grove Unified School District 2011 – 2012, Sacramento County Office of Education Leadership Academy 2006 – 2011, Director, Elementary Education 2001 – 2006, Principal, Dillard Elementary School 1999 – 2001, Vice Principal, Clovis High School, Fresno, California 1997 – 1999, Vice Principal, Valley Oak Elementary, Fresno, California 1989 – 1997, Classroom teacher, Fresno, California Fort Worth Independent School District 1973 – 1983, Classroom teacher, Fort Worth, Texas Fields of Study Educational Leadership Educational Administration K-12 Education vii Abstract of IMPACT OF CULTURAL INTELLIGENCE ON THE LEADERSHIP PRACTICES OF ELEMENTARY PRINCIPALS By Linda Davis Meyerson The transformation of schools is a common theme in public policy on school education in many nations. Some are in response to immediate concerns about the level of student achievement, for example in the publicized findings on the California Department of Education website, 2011. With the realization that different approaches to schooling are needed for individual and societal success in a knowledge economy, the task to lead transformation of schools is seen as a complex and challenging endeavor. Many school systems and school principals seem energized by the transformation of current systems and are looking forward to new standards and identifying strategies to achieve better outcomes of success with students. The purpose of this study was to determine whether and to what degree elementary school principals exhibiting successful leadership characteristics within their school sites and communities exhibit higher levels of cultural intelligence. The study used three specific instruments to gather the data combining both qualitative and quantitative approaches in the collection. The quantitative data was collected from the use of a 20-item four-factor Cultural Intelligence Scale. Additional qualitative data was viii collected from a one-on-one interview and an ethnographic field study where each principal participant was observed. The study included the quantitative measurement of 39 principals in one school district and five qualitative case studies of randomly selected principals from the 12 who demonstrated successful principal leadership within the school site. Findings from this study revealed the 34 principal leaders possessed above mean averages for levels of cultural intelligence as indicated on the quantitative Cultural Intelligence Scale. Further, the findings indicated that the five randomly selected and deemed exceptionally effective principals not only scored higher than the 34 original leaders, but they were also aware of and used their cultural intelligence in their daily interactions with community, students, and staff. The five selected individuals demonstrated behaviors aligning with the high levels of cultural intelligence. The concluding information of the study indicates that effective principals do possess higher levels of measured and observable cultural intelligence. Evidence also indicates that the effective principals are aware of these levels of cultural intelligence and use this awareness to improve their interactions with individuals from diverse cultures. ix TABLE OF CONTENTS Page Dedication .......................................................................................................................... v Acknowledgments.............................................................................................................. vi Curriculum Vitae .............................................................................................................. vii List of Tables ................................................................................................................... xiii Chapter 1. INTRODUCTION ......................................................................................................... 1 Background ...................................................................................................... 1 Statement of the Problem ................................................................................. 5 Nature and Purpose of the Study ..................................................................... 7 Research Questions .......................................................................................... 8 Conceptual Framework and Theories .............................................................. 9 Operational Definitions ................................................................................... 14 Assumptions, Limitations, Scope and Delimitations ...................................... 16 The Significance of the Study ......................................................................... 18 Conclusion ...................................................................................................... 19 2. LITERATURE REVIEW ............................................................................................. 21 Introduction ..................................................................................................... 21 Theoretical Research and Literature ............................................................... 23 Background Contributions from Cognitive Psychology ................................. 24 x Cultural Contributions of Anthropology ......................................................... 31 The Background of Intelligence Testing......................................................... 34 Current Studies of Cultural Intelligence ......................................................... 34 Cultural Intelligence Theory ........................................................................... 36 Effective Leadership Practices of School Principals ...................................... 41 Summary ......................................................................................................... 45 3. METHODOLOGY ....................................................................................................... 47 Introduction ....................................................................................................
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