Validation of Multicultural Leadership Model for Chinese School Administrators in Northeast Region of Thailand

Abstract

This research was aimed to use grounded theory to uncover underlying processes, interactions, and contexts that shape effective multicultural leadership practices. A total of five Chinese school principal were purposively selected from northeast region of Thailand participated in semi-structured interviews using an interview guide as a tool. The qualitative data were analyzed using Multi-Attitude-Consensus-Reading method. The results revealed that a total of 34 approaches and their key success indicators can be utilized by Chinese school administrators to promote multicultural developmental practices. In conclusion, this Multicultural Leadership Model has been validated in terms of its practicality.