The odyssey of Turkish school leaders in Africa: An expedition into professional identity, challenges, and cultural adaptations

Abstract

This phenomenological study explores the experiences of Turkish school leaders in international schools across 20 African countries, offering a novel perspective on educational leadership beyond the Anglo-Saxon context. In-depth interviews were conducted with 20 leaders selected through maximum variation sampling. The analysis revealed four themes: (i) factors that lead to working abroad, (ii) challenges of working abroad, (iii) perceived cultural similarities and differences, and (iv) reflections on international experiences. Findings illuminate a complex interplay of personal, altruistic, and professional factors driving these leaders’ decisions to work abroad. Participants reported navigating significant challenges at individual, professional, and environmental levels, necessitating the development of cultural intelligence, adaptive leadership styles, and crisis management skills. The study highlights a profound transformation in leaders’ professional identities from “outsiders” to “cultural mediators,” underscoring the critical role of culturally responsive leadership in diverse educational contexts. Results reveal how African sociocultural settings shape expatriate leaders’ mindsets, fostering more collaborative approaches and deeper cross-cultural appreciation. This highlights the evolution of leaders’ cultural understanding and effective communication skills, emphasizing the need for targeted support and professional development in cultural sensitivity and adaptive leadership. This research enhances the understanding of leadership complexities in multicultural settings, providing insights for global educational leadership and future research in cross-cultural management.