Akademik Veri Yönetim Sistemi
EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 2025 (SSCI, Scopus)
This phenomenological study examines professional relationships between local teachers and expatriate leaders in Sub-Saharan African international schools. The study explores how these educators navigate cultural differences, hierarchical structures, and power dynamics in their professional relationships. Data were collected through in-depth interviews with 12 local teachers and expatriate leaders from international schools across 12 Sub-Saharan African countries. Results indicate that successful professional relationships often emerge when expatriate leaders learn to value and integrate local educational wisdom rather than imposing Western standards unilaterally. The study particularly highlights how tribal dynamics, religious considerations, and traditional authority structures shape professional relationships in ways not previously documented in international education literature. This research contributes to international education literature by extending a theoretical understanding of how professional relationships develop in non-Western contexts, revealing unique patterns of cultural capital negotiation in African international schools. The research suggests practical implications for developing culturally responsive leadership programs, restructuring professional development initiatives, and creating institutional policies that promote equitable and sustainable cross-cultural professional relationships in international schools.