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With limited empirical evidence on essential competencies, a Delphi study surveyed expert panels of official UNESCO delegates, delegates from the UNESCO Associated Schools Project Network, and senior UNESCO Education Sector executives across three rounds. The panel reached consensus on 70 essential competencies, offering an ordinal ranking and concluding that general leadership competencies remain foundational, while global leadership competencies are valued above domestic or managerial-focused education competencies, aligned with twenty-first century skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leadership-competencies-for-global-education-leaders-a-delphi-study-of-unesco-delegates-and-administrators/601926/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leadership-competencies-for-global-education-leaders-a-delphi-study-of-unesco-delegates-and-administrators/601926.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Delphi study conducted for global education leadership competencies?","Question",{"text":112,"@type":113},"The study addressed the absence of prior peer-reviewed research identifying essential global leadership competencies for education leaders, despite repeated calls in the literature for empirical evidence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the expert panel?",{"text":117,"@type":113},"The Delphi panel included official UNESCO delegates, national delegates from the UNESCO Associated Schools Project Network, and senior-level UNESCO Education Sector executives.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key outcomes of the Delphi study?",{"text":121,"@type":113},"After three survey rounds, experts reached consensus on 70 essential competencies and provided an ordinal ranking of their essentiality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601926,1792189741,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Leadership Competencies for Global Education Leaders: A Delphi Study of UNESCO Delegates and  \nAdministrators  \nGeorge Saltsman  \nLamar University  \nKaye Shelton  \nLamar University  \nThe rise of globalization has increased the need for globally prepared leaders in all sectors, including education. Despite clear calls within the literature for empirical research to support the development of globally prepared education leaders, little research has occurred and no prior peer-reviewed study regarding essential global leadership competencies in education was located. Due to this absence, a Delphi study, conducted in English, French, and Spanish, was conducted with an expert panel of official UNESCO delegates, national delegates of the UNESCO Associated Schools Project Network, and senior-level UNESCO Education Sector executives to identify essential leadership competencies for global education leaders. After completing three successive survey rounds, the panel reached consensus on 70 essential competencies required for future global education leaders including an ordinal ranking of essentiality of global education leadership competencies. The findings of the expert panel conclude that when preparing leaders in global education, general leadership competencies still apply and that global leadership competencies overall were valued more highly than domestic leadership competencies or even managerial-focused education competencies. Additional analysis revealed alignment with broad twenty-first century skills and a balance between personality-based and situational leadership competencies.  \nKeywords: global education leadership, education leadership, leadership competencies, education leadership competencies  \nICPEL Education Leadership Review, Vol. 20, No. 1– November, 2019 ISSN: 1532-0723 © 2019 International Council of Professors of Educational Leader  \nGlobalization is profoundly changing our world. Over the last century, advances in transportation, telecommunications, and trade have resulted in an unprecedented interconnecting of global economies and cultures. These forces have also been a major disruptor to many industries (Dean, 2005; Litz, 2011), including education (Altbach, Reisberg, & Rumbley, 2019; Christensen, Horn, Caldera, & Soares, 2011; Christensen, Johnson, Horn, 2008; Friedman, 2005; Litz, 2011) . In fact, globalization is one of the most frequently documented challenges facing education leaders (Khan, 2018; Ong, 2012; Patrizio, & Stone-Johnson, 2016; Pierce & Pedersen, 1997; UNESCO, 1995) .  \nGlobalization also occurs in all aspects of education, including higher education. Over twenty years ago, Pierce and Pedersen (1997) identified globalization as one of the most significant disruptors college presidents face and expect it to continue to rise significantly in the future. Similarly, the United Nations Education, Scientific, and Cultural Organization’s (UNESCO, 1995) Policy Paper for Change and Development in Higher Education placed globalization as one of five major trends facing higher education. More recently,  \nscholars are still recommending globalization should be considered as an impact on leadership development as well as competition within higher education (Altbach, 2015; Altbach et al., 2019; Cumberland, Ann Herd, Meera Alagaraja, & Kerrick, 2016; Ghemawat & Bastian, 2017) . The literature further documents numerous international efforts to respond to globalization in primary and secondary education with the nations of Pakistan (Saeed, Zulfiqar, Ata, & Rathore, 2015), Turkey (Ilgar, 2011), and Malaysia (Chang-Da & Sirat, 2018)  \nas just three examples of many.  \nThe need to identify global leadership competencies for education leaders is clearly documented (ACE, 1998; Litz, 2011; Mendenhall, Weber, Arna Arnardottir, & Oddou, 2017; Reimers, 2009; Sullivan, 2011; Tichnor-Wagner & Manise, 2019) . Consequently, many authors speculated while current training programs for education leadership may be acceptable","cbCaieKBMlewFcvy","https://ap.wps.com/l/cbCaieKBMlewFcvy","pdf",281265,17,"English","# Introduction\n# Literature Review Summary\n# Delphi Study Overview\n# Findings and Implications","[{\"question\":\"Why was the Delphi study conducted for global education leadership competencies?\",\"answer\":\"The study addressed the absence of prior peer-reviewed research identifying essential global leadership competencies for education leaders, despite repeated calls in the literature for empirical evidence.\"},{\"question\":\"Who participated in the expert panel?\",\"answer\":\"The Delphi panel included official UNESCO delegates, national delegates from the UNESCO Associated Schools Project Network, and senior-level UNESCO Education Sector executives.\"},{\"question\":\"What were the key outcomes of the Delphi study?\",\"answer\":\"After three survey rounds, experts reached consensus on 70 essential competencies and provided an ordinal ranking of their essentiality.\"}]","Leadership Competencies for Global Education Leaders - A Delphi Study of UNESCO Delegates and Administrators | PDF",1792093708,43]