ABSTRACT

The number of international schools has increased significantly this century, with new schools predominately situated in Asia and the Middle East. This growth has also seen a shift from not-for-profit to for-profit education, and from such schools being primarily for children of expatriates to being mainly for host nation children. New actors, such as global chains of international schools, have also entered the arena. This article explores the impact of the contemporary landscape on the professional relationship between international school principals and their governors/owners, by drawing on a study of 12 international school principals in Malaysia. There were five emergent themes from the analysis: principal autonomy; ownership support; principal accountability; principal affective dissonance and the locus of control. There were wide-ranging levels of autonomy given to principals, significant support from owners in terms of financial backing for areas of development and methods of accountability that ranged from formal to informal. Principals seemingly had affective dissonance over working in for-profit schooling and there were issues surrounding the locus of ownership. There is little research in this area, particularly in Asia and this work appears to be the sole work that includes consideration of leadership in international school chains.

摘要

本世纪，国际学校的数量已大大增加，新的学校主要分布在亚洲和中东。这种增长也看到了从非营利性教育向营利性教育的转变，从这类学校主要是为外​​籍人士子女提供的，而主要是为寄宿国子女提供的。新的参与者，例如国际学校的全球连锁店，也已经进入了舞台。本文通过对马来西亚的12名国际学校校长的研究，探讨了当代景观对国际学校校长与他们的州长/所有者之间的专业关系的影响。分析中出现了五个主题：主要自治；所有权支持；主要责任制；主要的情感失调和控制源。校长享有广泛的自主权，业主在发展领域的财政支持和问责方法（从正式到非正式）方面给予了大力支持。校长们似乎对在营利性学校工作没有感情上的不和谐，而且围绕所有权所在地存在一些问题。这个领域的研究很少，特别是在亚洲，这项工作似乎是唯一的工作，其中包括考虑在国际学校链条中的领导作用。校长们似乎对在营利性学校工作没有感情上的不和谐，而且围绕所有权所在地存在一些问题。这个领域的研究很少，特别是在亚洲，这项工作似乎是唯一的工作，其中包括考虑在国际学校链条中的领导作用。校长们似乎对在营利性学校工作没有感情上的不和谐，而且围绕所有权所在地存在一些问题。这个领域的研究很少，特别是在亚洲，这项工作似乎是唯一的工作，其中包括考虑在国际学校链条中的领导作用。