Date of Award

Spring 1-23-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Lauren Casella

Second Advisor

Rachel Rufus

Third Advisor

Rebecca Stephenson

Abstract

In recent years, various school accreditation bodies have incorporated new standards and processes that focus on diversity, equity, inclusion, access, justice, and belonging (DEIAJB). Yet, how DEIAJB expectations are perceived and implemented remains underexplored. This study examines the perceptions of international school leaders in Brazil and Italy, and how they interpret and enact DEIAJB school accreditation expectations. In this qualitative exploratory study, ten international school leaders were interviewed. Guided by Shields’ Transformative Leadership Theory (2009), data were collected through semi-structured interviews and were analyzed using thematic coding. Findings revealed that leaders viewed DEIAJB accreditation expectations as a legitimizing framework that supported equity-driven initiatives, promoted accountability, and catalyzed moral courage when faced with resistance from school boards, parents, and communities. Leaders also reported that DEIAJB accreditation expectations fostered new knowledge frameworks and mindsets of staff and students, including the adoption of inclusive policies, asset-based approaches, and advisory programs that fostered belonging. Leaders adapted DEIAJB criteria to fit local cultural and political contexts, reframing these concepts to promote democratic and equitable practices and the development of students’ civic and academic growth. Leaders also used the accreditation processes to evaluate existing policies and to support change, identifying gaps and implementing strategies to foster equity. Additionally, leaders described how accreditation empowered faculty, staff, and students by cultivating voice, agency, and collaborative decision-making. The findings of this study suggest that the integration of DEIAJB accreditation expectations matters, and their impact depends on leaders’ adaptive strategies and contextual interpretation. Implications include the need for accrediting bodies to provide clearer guidance and support to foster equity-focused and culturally contextualized practices. Keywords: International school leadership, K-12 school accreditation, DEIAJB, diversity, equity, inclusion, access, justice, belonging, equity-driven practices, transformative leadership, international educational policy, qualitative study

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