Author ORCID Identifier
https://orcid.org/0009-0006-7970-5290
Date Available
11-13-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Mary John O'Hair
Faculty
John Nash
Abstract
International school leaders worldwide have navigated their schools through a variety of crises. Their unique lived experiences offer insights into the role of trust in leadership, particularly during times of crisis.
This qualitative study employed a phenomenological approach to explore the lived experiences of 12 experienced international school leaders. Data was collected through semi-structured interviews. Using the theoretical lenses of authentic leadership, sensemaking, loose coupling, and crisis leadership, this study illuminates the central role of trust in leading schools through crises.
Three significant themes emerged from the analysis. First, trust is foundational to leadership and is built through intentional, transparent communication. The symbiotic relationship between trust and communication is critical in fostering strong leadership, especially in times of uncertainty. Second, leading through crises can emotionally and psychologically affect leaders. Many leaders engage in breaking, learning, healing, and renewal processes, enabling them to emerge stronger, more experienced, and resilient. Support systems, self-awareness, mentoring, and, for many, therapy, are essential strategies for recovery. The third theme highlights that international school leaders may be uniquely skilled to lead in today’s complex and uncertain world. Their ability to build trust, communicate transparently, and lead multicultural, multilingual school communities through ambiguity is a distinct strength honed through repeated crisis leadership experiences.
This study provides insights for current and aspiring international school leaders, emphasizing the critical role of trust in effective leadership, particularly in crisis contexts.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.120
Recommended Citation
Marshall, Shary L., "INTERNATIONAL SCHOOL LEADERS’ LIVED EXPERIENCES OF CRISES AND PERCEPTIONS OF TRUST" (2025). Theses and Dissertations--Educational Leadership Studies. 63.
https://uknowledge.uky.edu/edl_etds/63
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, International and Comparative Education Commons, International and Intercultural Communication Commons, Leadership Studies Commons, Organizational Communication Commons
