The purpose of this cross‐cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.
The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi‐national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.
The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.
Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.
Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.
Merchant, B., Ärlestig, H., Garza, E., Johansson, O., Murakami‐Ramalho, E. and Törnsén, M. (2012), "Successful school leadership in Sweden and the US", International Journal of Educational Management, Vol. 26 No. 5, pp. 428-441. https://doi.org/10.1108/09513541211240228Download as .RIS
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