Insights from Culturally Sustaining Leadership: A Hybrid Leadership model for a Chinese International School

Abstract

This article proposes an innovative leadership practice designed to address the challenges of dual-management structures in international schools in China. Grounded in the principles of Culturally Sustaining Leadership (CSL), the proposed "hybrid leadership model" moves beyond merely managing cultural differences to proactively leveraging them for institutional improvement. This is an interpretive case study drawing on firsthand observations as an insider-practitioner in a Chongqing international school, an institution characterised by a cross-border collaboration involving a Chinese principal and Western academic leaders. The study details a specific strategic initiative—the "US Track Language Plan," where deep-seated conflicts arose from divergent pedagogical approaches—student-centred versus standards-based instruction. The intervention involved establishing structured working groups to facilitate cross-cultural dialogue and co-construct solutions in the context of dual-management international schools. The key insight is the creation of a "third space" for dialogue that resulted in a synthesised curriculum and hybrid assessment plan superior to what either side could develop independently. The objective is to provide a practical, reflective framework for school administrators to navigate complex cultural dynamics, foster collaborative decision-making, and ultimately enhance educational quality in cross-cultural settings