A Study on Intrasectoral Communication Status among Middle Leaders in Myanmar’s International Schools

Abstract

This study explores the role of intrasectoral communication in shaping the leadership practices of middle leaders in Myanmar’s international schools, with particular attention to their participation in decision-making, perceived influence, and contribution to institutional functioning. Adopting an explanatory sequential mixed-methods design, the research began with a survey of 120 middle leaders drawn from 15 international schools, followed by in-depth interviews with 20 participants to provide contextual understanding of the observed patterns.

The findings indicate a clear distinction between participation and influence. While middle leaders are frequently included in school-level discussions and meetings, their capacity to meaningfully shape final decisions remains limited. Quantitative results suggest that communication practices and institutional support are perceived as moderate overall, yet qualitative evidence reveals considerable variation across schools. Interview data highlight how hierarchical communication structures, ambiguous role expectations, and the dual demands of teaching and leadership constrain middle leaders’ effectiveness. In addition, factors such as generational differences, gender norms, and diverse educational backgrounds influence how communication is enacted and interpreted within leadership roles.

Although institutional support is generally perceived as adequate, qualitative insights demonstrate that its practical expression depends heavily on school culture and principals’ leadership approaches. Across cases, transparent, collaborative, and inclusive communication practices are consistently associated with stronger professional relationships, improved morale, and more coherent policy implementation. Overall, the study underscores the need for clearer communication structures, targeted leadership development, and more meaningful opportunities for middle leaders to contribute to decision-making processes. By strengthening intrasectoral communication, international schools in Myanmar may enhance distributed leadership practices and improve organizational effectiveness.