Author ORCID Identifier

Date Available


Year of Publication


Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation




Education Sciences

First Advisor

Dr. Jayson Richardson

Second Advisor

Dr. John Nash


Education has become increasingly global in recent years. Student and teacher global competence have been studied at length. School administrators’ application of global competencies in their administrative practice has not been explored until recently. Secondary school administrators’ global competencies were investigated under seven tenets. The aim of this study was to examine how secondary principals in one Intermountain school district perceived and implemented global competencies in their current professional practice. Further, this study explored how those global competencies translated into deeper learning educational leadership practices.

A sequential explanatory approach was utilized for this two-phase mixed method study. Quantitative survey data were used to select interview participants and also to inform the protocol for the semi-structured interviews. Deductive thematic analysis was employed to code participant data and identify recurring thematic elements. The recurring thematic elements were analyzed and linked to existing research and literature.

Analysis of the quantitative survey responses demonstrated that study participants perceived they were most globally competent under the curriculum and instruction, collaborative professional community and equity and inclusivity tenets. Qualitative findings suggest that study participants enacted global competencies primarily through fostering an inclusive community within the school. Findings also suggest that study participants contextualized their efforts by looking at local issues with a global lens. Results also suggest that participants’ focus on deeper learning practices enhanced their understanding and implementation of global competencies.

Digital Object Identifier (DOI)