A CHAT lens on schools’ leadership and intercultural collaboration in a Chinese International school

Abstract

This study investigates the dual leadership framework of Chinese international schools through the lens of Cultural-Historical Activity Theory (CHAT). It analyses the interactions between local and expatriate leaders and the impact of these interactions on intercultural relationships and how they affect overall school performance. The CHAT model reveals that systemic contradictions, such as differing leadership norms and communication styles, can act as catalysts for expansive learning and cultural development when approached with diagnostic and practical strategies. Employing a qualitative case study methodology, the research incorporates document analysis and structured observations of leadership activities, classroom dynamics, and school life within an international school in China, where leadership roles are collaboratively shared between a foreign principal and coordinators alongside their Chinese counterparts. Key findings indicate that this dual leadership structure fosters improved collaborative relationships, trust, and intercultural understanding, driven by inclusive communication and cooperation.