In the ever-changing 21st-century landscape characterised by emerging global and technical trends, the search for relevant leaders in school systems relies on the premises of building a conducive, adaptive and inclusive learning environment. Thus, this article aims to examine the mediating effect of transformational leadership attributes of school leaders on their cultural intelligence and the organisational health of secondary schools in Kuala Lumpur. Using a quantitative design, a survey questionnaire was administered to 476 school leaders in Kuala Lumpur. The results from the survey were analysed using PLS-SEM technique with SmartPLS software, which established the direct effects of cultural intelligence on transformational leadership and organisational health. In addition, transformational leadership was determined to have a direct effect on organisational health. The evaluation of the structural model revealed that transformational leadership has a mediating effect on cultural intelligence of school leaders and organisational health of secondary schools. Aside from advancing the theoretical understanding of school leadership, the results of this article present reflection points for current and aspiring school leaders, opportunities for inclusion of cultural understanding in school leadership programs, and provisions in policies in organisational development in multicultural schools.

Professional learning communities (PLCs) have continuously been instrumental in fostering a culture of collaboration and in developing capable teachers towards achieving improved students' learning outcomes. Though PLCs remain to be a promising initiative, sustaining such program in the long run requires effective leadership practices. This qualitative study aims to explore the practices employed by elementary school leaders in the United States in the full implementation of their PLC programs. Interview sessions were conducted with four principals and four teacher leaders from four elementary schools. The responses from the interviews were triangulated with observations of PLC meetings. Using Atlas.ti, the data collected from the interviews and observations were thematically analysed. Based on the findings, the school leaders employed the following practices in the initial phase of the PLC: set and share mission and vision; provide opportunities for staff development; encourage collaboration; work towards cultural building; and promote self-reflection. For the support phase, the school leaders share leadership responsibilities, de-privatised practice, and ensure supportive conditions while they sustain positive school culture and climate and use control process mechanisms in the sustain phase of the PLC implementation. Subsequently, the practices and perspectives shared by the school leaders could serve as a guide in long-term, sustainable implementation of PLC programs.

The ever-growing popularity of international schools in Malaysia opens

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International schools present a promising setting in the exploration of leadership in culturally diverse organisations. Due to heightened global interconnectivity, the increasing number of international schools in the Asia Pacific region leads to the evergrowing formation of multicultural learning environments. Aside from being one of the countries with the largest number of international school students in Southeast Asia, Malaysia offers a socio-culturally distinct venue for understanding the organisational dynamics of international schools in a heterogeneous society. Hence, this study primarily aims to present the perspectives of international school teachers on the practices and programmes employed by school leaders with respect to cultural diversity. Taking the viewpoints of school teachers, this case study focuses on how school leaders perform in the midst of the culturally diverse environment of an international school in Malaysia. Thirteen teachers from a prominent international school in Kuala Lumpur were purposefully selected to participate in semi-structured interview sessions. To substantiate the responses from the interviews, five teachers from the same school participated in a focus group discussion. The data from the individual interviews and focus group discussion were triangulated with observation field notes and document analysis. The collated data were thematically analysed using Atlas.ti. The emerging themes revolve around the following: leadership practices with respect to cultural diversity; programmes and policies promoting cultural awareness; and, leadership effects on the school community. Having students and teachers coming from different socio-cultural backgrounds, international schools pose both opportunities and challenges for leadership. Guided by the findings of this study, international school leaders and teachers may design their curriculum and initiate new co-curricular or organisational programmes promoting cultural diversity to benefit students and teachers. More than identifying leadership practices and institutionalised programmes in managing cultural differences, this study calls for further introspection and action to harness the potentials of leadership in promoting harmony in diversity for societal development.

Building and sustaining a conducive learning environment in a multicultural setting remains to be a challenge for school leaders particularly in managing individual differences and conflicts that hinder achieving organisational goals. As such, this qualitative study aims to explore the practices, programs, and policies employed by school leaders in building and sustaining a positive learning environment in multicultural secondary schools. Nine teachers participated in interview sessions, and observational field notes were used to triangulate the responses from the interviews. The data was thematically organised and analysed using Atlas.ti. The leadership practices noted in this study revolved around the following subthemes: building an image of integrity and respect; communicating the school's mission and vision; differentiating individual needs and abilities; expressing confidence and satisfaction; supervising teachers and students. In addition, the findings also illustrated how school leaders implement school programs and institutional policies. Moreover, issues and challenges with respect to academic pressure and resource support were shared by the participants. Aside from extending the understanding of how effective school leadership could bring out a positive learning environment, this study provides a practical guide for current and future school leaders and a presentation of the current situation of secondary schools for program developers and policymakers to improve existing programs and policies on school environment improvement.

International schools present a promising setting in the exploration of leadership in culturally diverse organisations. Due to heightened global interconnectivity, the increasing number of international schools in the Asia Pacific region leads to the evergrowing formation of multicultural learning environments. Aside from being one of the countries with the largest number of international school students in Southeast Asia, Malaysia offers a socio-culturally distinct venue for understanding the organisational dynamics of international schools in a heterogeneous society. Hence, this study primarily aims to present the perspectives of international school teachers on the practices and programmes employed by school leaders with respect to cultural diversity. Taking the viewpoints of school teachers, this case study focuses on how school leaders perform in the midst of the culturally diverse environment of an international school in Malaysia. Thirteen teachers from a prominent international school in Kuala Lumpur were purposefully selected to participate in semi-structured interview sessions. To substantiate the responses from the interviews, five teachers from the same school participated in a focus group discussion. The data from the individual interviews and focus group discussion were triangulated with observation field notes and document analysis. The collated data were thematically analysed using Atlas.ti. The emerging themes revolve around the following: leadership practices with respect to cultural diversity; programmes and policies promoting cultural awareness; and, leadership effects on the school community. Having students and teachers coming from different socio-cultural backgrounds, international schools pose both opportunities and challenges for leadership. Guided by the findings of this study, international school leaders and teachers may design their curriculum and initiate new co-curricular or organisational programmes promoting cultural diversity to benefit students and teachers. More than identifying leadership practices and institutionalised programmes in managing cultural differences, this study calls for further introspection and action to harness the potentials of leadership in promoting harmony in diversity for societal development.

As a part of Malaysia's education transformation, the Ministry of Education expects all principals to be instructional leaders. In response to this call, this study attempts to describe teachers' perceptions on instructional leadership roles and practices of principals, as well as examine the relationship between the teachers' gender and their perception of instructional leadership roles and practices. A total of 105 primary school teachers from five primary schools in Alor Gajah, Malaysia participated in this quantitative study. The data was collected randomly through distribution of a survey questionnaire containing 35 items adapted from the Principal Instructional Management Rating Scale (PIMRS). Both descriptive and inferential statistics were used to analyze data using SPSS (V.22). Results from teachers' responses reveal the following: 1) a moderate level of perception of instructional leadership functions related to defining the school's mission; 2) a moderate level of perception of functions related to managing instructional program; 3) a low level of perception of functions with respect to promoting a positive climate; and 4) no relationship between gender and the perception of instructional leadership. The results from this study will bring forth the current state of instructional leadership in Malaysian primary schools and keep the Malaysian government abreast with this scenario to improve training programs and make continuous training in principal leadership compulsory.