ORCID

https://orcid.org/0000-0001-9251-0128

Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Second Advisor

Robert Bernato

Third Advisor

James Campbell

Abstract

Globalization has quickly woven its way into every aspect of our economic, technological, and social lives. It is only natural that the educational system transforms into a globally competent powerhouse. We must hold our educational system accountable for creating quality education based on equity and realistic policies. With skilled leaders creating school districts that can compete, thrive, and communicate in the global community, we must work to nurture future generations that can maneuver and excel in the 21st century. The purpose of this research is to analyze the global mindedness of educational leaders, specifically superintendents, and to explore the future implications of globalization on education. Superintendents represent the top tier in the school leadership. It is essential to understand the views of those who understand the operational steps that can bring global interactions and global learning to our classrooms. If leaders understand the importance of the global community, this may give rise to actionable policy change to include global learning in classrooms. Therefore, it is imperative to better understand the global mindedness of our leaders. It is through leadership that informed change can be brought about in policy. Merging leadership perspectives with policy recommendations can result in actionable change. Findings from this research reflect how clear communication and civic buy-in is imperative when creating new initiatives within the educational system, especially those on a grand scale such as globalization and education. Superintendents reflect on a desire to bring global learning into their districts for the benefits of student outcomes. Current hinders to globalization and education include the COVID-19 pandemic, lack of frameworks to guide educational leadership and the learning community towards globalized learning, and lack of funding and resources to support the incorporation of globalization and education. Educational leaderships’ perspectives offer insight into the realities of educational structures. Therefore, by valuing educational leaderships’ global mindedness we can better discover the underlying factors that make global learning easy and difficult to implement.

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