No one likes being talked to. People like to feel included in the conversation. When I think back to my time teaching 8th grade, I remember how difficult it was to create a space where real dialogue could take place, rather than just “sit and listen.” I wanted my students to feel heard and valued, something that doesn’t always happen in the classroom or workplace. New research confirms what we all already know: Leadership isn’t about barking orders. It’s about connecting, talking and interacting with people to create meaningful change.
What is dialogic leadership?
This study by Shiza Khaqan and Gisela Redondo-Sama highlights the power of dialogical leadership (DL) to increase inclusivity and foster student learning in schools. The key is leaders who engage in open dialogue and collaborative decision-making, rather than making decisions from above. Conversational leadership focuses on equity, inclusivity, and making decisions together as a community. Conversational leadership differs from other leadership techniques because:
Open Communication: Principals and teachers share ideas openly, creating a back-and-forth dialogue that fosters real progress. Collaborative decision-making: When everyone has a voice, the process becomes more inclusive and results in stronger outcomes. Focused on equality: DL is committed to equity and social justice, ensuring that every voice matters. Community and Inclusion: Creating a school environment where everyone feels like they belong. we are teachers
What are some examples of conversational leadership?
Conversational leadership goes beyond traditional command-and-control models by focusing on collaborative decision-making. It actually looks like this:
For school leaders
School leaders who engage in dialogical leadership rather than traditional top-down leadership regularly solicit feedback and collaboration from stakeholders.
Hold regular public forums: Create a structured time for teachers, staff, and even students to express their opinions about school policies and initiatives. For example, monthly roundtable discussions can be a place where participants feel comfortable speaking freely and contributing ideas. Involve stakeholders in decision-making: Gather input from a wide range of stakeholders, including teachers, non-teaching staff, students, and parents, before implementing new policies or changes. Use tools like surveys and digital platforms where community members can submit and upvote suggestions. Transparent communication: Regularly update the school community about ongoing projects and decisions. Use newsletters, school assemblies, and social media to share the reasoning behind decisions and expected outcomes. Empowerment through committees: Establish committees that include members from different sectors of the school community for various aspects of school operations (curriculum development, extracurricular activities, health programs, etc.). Give these committees real power to make decisions and influence school policy.
For teachers
Like school leaders, teachers who engage in dialogical leadership see communication and community in the classroom as a two-way street.
Classroom Town Hall: Set aside time each week for students to discuss class rules, upcoming activities, and concerns. This practice not only encourages students to express their opinions, but also teaches them how to participate in respectful dialogue and democratic decision-making. Collaborative classroom management: Develop classroom norms and rules with students rather than imposing them. Work with students to come up with guidelines that everyone agrees to, promoting a sense of ownership and responsibility. Peer Feedback Sessions: Conduct regular sessions where students can provide feedback on each other’s work in a structured, collaborative environment. Provide constructive criticism and coach your colleagues on how to appreciate their efforts. Student-led conferences: Encourage students to lead parent-teacher conferences. Have them prepare a presentation about their learning, goals, and accomplishments. This empowers students and changes the traditional power dynamics in the parent-teacher relationship.
Key findings from Khaqan and Redondo-Sama (2024):
This study found that dialogical leadership (DL) brings many positive benefits to schools.
Rooted in equity and social justice, DL encourages equity and ensures inclusive practices throughout the school. Dual-level impact: DL has demonstrated positive effects at both the individual and organizational levels. For individuals: Increase confidence, support well-being and improve quality of life for students, teachers and the entire school community. For schools: Leads to improved academic performance, strengthens social bonds, and helps close learning gaps. Broader engagement: DL involves everyone, including parents, staff, and students, making schools more collaborative and connected. we are teachers
Is this study reliable?
Not all research has the same value. Here’s what We Are Teachers’ Malarkey Meter says about this publication based on four key factors:
Peer-reviewed? Yes, this study was vetted and approved through a rigorous peer-review process. Sample size: A systematic review (similar to a meta-analysis, which collects results from many studies and synthesizes those results) analyzed 27 studies, providing a sufficient dataset to support conclusions. Trustworthy sources: Two researchers (Shiza Khaqan and Gisela Redondo-Sama) are somewhat green in the academic world, but are highly regarded and have over 2,000 citations. This study was also published in the well-regarded and widely known Educational Research Review. Methodology: The researchers utilized the PRISMA model to systematically and comprehensively review existing research and collect results from other studies in the most rigorous way possible. Great job, ladies!
What does this mean for teachers?
We may not all be principals, but we are still leaders in our own classrooms. Here’s how the findings of this study can be applied.
We advocate the practice of DL. Use this research to encourage your school or district to embrace conversational leadership. Talk about how it improves academics and builds a stronger community. It’s an easy sell. Engage with your community. Involve parents and community members in the conversation. Their perspectives can enrich the school environment and make it more inclusive for everyone. Reflect on your own leadership style. Think about how you interact with students and colleagues. Are you encouraging dialogue and collaboration?My former principal used to informally visit with all the teachers before any big decisions were made for the school. Small changes can make a big difference in creating a positive and inclusive atmosphere.
Conversational leadership may sound like a buzzword, but it’s actually about making schools better for everyone. By focusing on conversation rather than commands, you can create a stronger, more inclusive educational space where every voice matters. Let’s work to shape the future by listening to all voices. Don’t command, talk!
