The Relationship Between the Levels of Cultural Intelligence and the Ability to Adapt Leadership Style Amongst the Leaders in Abu Dhabi Education Sector

Abstract

Globalization is inevitable and the inherent result is a work environment that is becoming increasingly diverse. Leaders must meet the challenges of globalization by being adaptable in dealing with the continual pace of change and the cultural diversity of their followers. Internationalization of education and the mobility of students and staff increase pressure on educational leaders to deal with diversity, thereby outlining a good context for understanding these converging factors. Cultural Intelligence (CQ) is “motivated by the practical reality of globalization in the workplace”, whereas, the Full Range Leadership Model measures leadership types using the Multifactor Leadership Questionnaire (MLQ). Both of these two concepts, and leadership adaptability define the scope of this study. This research focused on school leaders, and aimed to estimate their CQ, identify their predominant leadership style, and to understand the relationship between CQ and their ability to adapt their leadership style. The Abu Dhabi education sector is amenable to an investigation of the links between CQ, leadership style, and adaptability. Focus groups were held in order to develop questions for a quantitative instrument measuring leadership adaptability. An analysis of the leadership adaptability scale found it met expectations as a survey instrument. The CQ instrument was further validated in the UAE, and has been translated into Arabic. School leaders in Abu Dhabi exhibit high levels of CQ, leadership adaptability, and predominantly demonstrate a transformational leadership style. Significant relationships were identified between transformational leadership style and CQ, and between CQ and leadership adaptability. The implications of this research are far reaching as they highlight the interconnection between the factors of CQ, leadership style, and leadership adaptability in a UAE education context. Further, they present a positive picture of the Abu Dhabi education sector, which is undergoing a period of modernisation in order to be considered world leading and to develop a knowledge based economy.