Book Description

The purpose of this case study was to identify specific leadership qualities and behaviors needed to lead a Mandarin language immersion program. This study fills a gap in the current literature on principal practice in one-way language immersion programs in the United States, specifically principal practice in implementing a Mandarin immersion program. Due to the increase in Mandarin immersion programs being offered throughout the United States, this study was warranted. The case study also sought to determine the skills deemed to be essential for all students in a globalized 21st century society, as perceived by the study participants. The participants in this case study were the principal, teachers, support staff, and parents at one noncharter public school in the southwest region of the United States, with the implementation of Mandarin immersion program underway. The program was in its second year of implementation with Kindergarten, first, and second grade students enrolled. The researcher aimed to answer three research questions: (a) How does the principal perceive his leadership role in implementing a Mandarin immersion program in an elementary school? (b) What do the teachers, support staff, and parents perceive as the vital components in implementing a Mandarin immersion program? and (c) What skills do students need in a globalized 21st century society, as perceived by the principal, teachers, support staff, and parents? This qualitative case study ensured triangulation of data using three data sources: principal, teacher, support staff, and parent interviews; school and classroom observations; and school artifacts. The researcher used the transformational leadership model to assist in guiding the study. It was evident from the interviews, observations, and artifacts that the leadership was vital to the successful implementation of the program. The findings from the study indicate the leader was passionate, able to motivate and inspire others toward the vision, and maintained strong beliefs and values about the program. Additional findings emerging from the data showed the leader was adept at forging and fostering relationships in the local and greater communities, obtained needed resources for the program, and kept a focus on 21st century instruction. The researcher also noted a few potential problems as a result of implementing a Mandarin immersion program. The main concern for the teachers in the study was the principal's inability to speak Mandarin and his subsequent lack of pedagogical support. The other concern was a budget situation that potentially created a negative climate at the school for the teachers. All participants in the study overwhelmingly believed cultural awareness and technology/ informational literacy were essential skills for success in a global 21st century society.