Leadership Approaches to International Mindedness in CAIS IBDP Boarding Schools

International mindedness (IM) is crucial in education, promoting global perspectives, intercultural understanding, and responsible citizenship. This thesis examines leadership strategies for fostering IM in students attending Canadian boarding schools offering the International Baccalaureate Diploma Programme (IBDP) and accredited by the Canadian Accredited Independent Schools (CAIS). Despite existing research on IBDP, IM, and leadership, there is a gap in studies connecting these areas in the Canadian context. The study explores how school leaders promote IM, providing insights for policymakers, educators, and the community. It looks at strategies to integrate IM into school culture, curriculum, and community engagement, highlighting leadership's role in enhancing students' cultural competence, global engagement, and academic performance. Using a multiple-case study methodology, the research includes interviews with nine leaders from six of the eight CAIS IBDP boarding schools. Findings reveal themes of collaboration, inclusivity, empathy, and principled decision-making, while also identifying challenges like workload and social media influence. The thesis concludes that effective leadership in IM involves professional development, community engagement, and integrating IM into the school's mission and values. Keywords: international mindedness, leadership, boarding schools, International Baccalaureate Diploma Programme (IBDP), Canadian Accredited Independent Schools (CAIS)

Author dc:creator

• Sheppard, Laura, Jane

Advisor dc:contributor.advisor

• MacLeod, Kevin

• School of education and technology

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-20492

OAI identifier oai:identifier

oai:null:10613/28928