Cultural Intelligence and Cross-Cultural Adjustment: A Predictive Study of K-12 International School Principal Longevity

Abstract

This dissertation investigates the significant issue of principal turnover in K-12 international schools, focusing on the predictive role of cultural intelligence (CQ) in cross-cultural adjustment (CCA) and principal longevity. The departure of school principals challenges school stability and student achievement. Despite the critical role of principals, high turnover rates persist globally. Drawing upon existing literature, this study examines how CQ influences principal job satisfaction, cross-cultural adjustment, and retention of international school leaders. This research surveyed 30 K-12 international school leaders through a quantitative approach, collecting data on cultural intelligence, cross-cultural adjustment, job satisfaction, and demographic variables. The findings contribute to a deeper understanding of the relationship between cultural intelligence and K-12 principal retention in international school settings. The study underscores the significance of considering cultural intelligence in recruitment, training, and support programs for K-12 international school leaders.