This conceptual review critically evaluates the existing corpus of information to explore the relationship between Cultural Intelligence (CQ) and administrative conduct among secondary school head teachers. This evaluation includes papers released in the period span 2020-2024 from the academic sources such as JSTOR, Scopus, ERIC, Google Scholar, Academia.edu and Shodhganga. This research examines the influence of four major elements of cultural intelligence, namely metacognitive, cognitive, motivational and behavioural on leadership practices in more diverse and multicultural educational situations. The findings indicate that there is a positive relationship between cross-cultural educational contexts and decision making, communication, adaptability and conflict resolution capacity of head teachers with higher Cultural Intelligence (CQ). The analysis finds significant gaps in the literature despite the increasing interest in Cultural Intelligence (CQ) especially in the longitudinal and regional contexts. It points out the value of culturally sensitive policies in promoting inclusive and successful school leadership in a globalised society, and suggests the inclusion of cultural intelligence training in educational leadership preparation programs.