Navigating Perspectives: A Phenomenological Inquiry Into Communication Experiences Between North American–Trained International School Leaders and Expatriate Staff

This descriptive phenomenological study explored the communication approaches and experiences between leaders and expatriate staff in English-medium international schools. The researcher aimed to understand how leadership communication, feedback, and cultural awareness impact professional relationships and organizational effectiveness in diverse educational settings. Semistructured online interviews were conducted with seven current or former international school leaders and teachers to capture their lived experiences. Thematic analysis revealed three major themes: (a) communication approaches, (b) the role of feedback in the workplace, and (c) cultural awareness in communication. Five subthemes emerged: (a) expectations, (b) inclusion, (c) being present, (d) growth mindset, and (e) positivity. Findings indicated that leaders who tailored their communication to cultural and contextual differences fostered stronger professional relationships and a more inclusive work environment. Participants emphasized the importance of culturally responsive feedback. The study also highlighted the role of leadership presence and inclusion in bridging communication gaps. The results suggested that professional development programs should integrate training on culturally responsive feedback and inclusive leadership to enhance collaboration in international schools. Future research should assess the long-term impact of leadership communication strategies on employee performance, organizational culture, and retention rates in multinational educational and corporate settings.