No one likes being talked at—people prefer to feel like they’re part of the conversation. When I think back to my days teaching 8th graders, I remember how hard it was to create a space where real dialogue happened rather than just “sit down and listen” moments. I wanted my students to feel heard and valued, something that doesn’t always happen in classrooms—or in workplaces, for that matter. A new study confirms what we all kind of already know: Leadership isn’t about barking orders. It’s about connecting, talking with people, and creating meaningful change through interaction.
What is dialogic leadership?
This study by Shiza Khaqan and Gisela Redondo-Sama highlights the power of dialogic leadership (DL) to enhance inclusivity in schools and increase student learning. It’s all about leaders engaging in open conversations and collaborative decision-making, instead of handing down decisions from on high. Dialogic leadership focuses on equality, inclusion, and working as a community to make decisions together. Here’s what sets dialogic leadership apart from other methods of leadership:
- Open communication: Principals and teachers openly share ideas, creating a back-and-forth dialogue that drives real progress.
- Collaborative decision-making: Everyone gets a say, making the process more inclusive and the outcomes stronger.
- Focus on equality: DL emphasizes fairness and social justice, ensuring every voice matters.
- Community and inclusion: It’s about building a school environment where everyone feels they belong.
What are some examples of dialogic leadership?
Dialogic leadership goes beyond the traditional command-and-control models by focusing on collaborative decision-making. Here’s what it looks like in practice:
For school leaders
Rather than traditional top-down leadership, school leaders engaging in dialogic leadership regularly seek out feedback and collaboration with stakeholders.
- Hosting regular open forums: Create structured times when teachers, staff, and even students can express their views on school policies and initiatives. For example, monthly roundtable discussions could be a place where participants feel safe speaking freely and contributing ideas.
- Involving stakeholders in decision-making: Before implementing new policies or changes, gather input from a broad range of stakeholders, including teachers, non-teaching staff, students, and parents. Use tools like surveys or 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 reasons behind decisions and the expected outcomes.
- Empowerment through committees: Set up committees for different aspects of school management (e.g., curriculum development, extracurricular activities, and wellness programs) that include members from different parts of the school community. Give these committees real authority to make decisions and influence school policy.
For teachers
Similar to school leaders, teachers engaged in dialogic leadership see classroom communication and community as a two-way street.
- Classroom town halls: Dedicate time each week for students to discuss class rules, upcoming activities, and any concerns they might have. This practice not only encourages students to express their opinions but also teaches them how to engage in respectful dialogue and democratic decision-making.
- Collaborative classroom management: Develop classroom norms and rules with your students rather than imposing them. Have students work together to come up with guidelines that everyone agrees on, promoting a sense of ownership and responsibility.
- Peer feedback sessions: Implement regular sessions where students can give feedback on each other’s work in a structured and supportive environment. Guide them on how to provide constructive criticism and recognize the efforts of their peers.
- Student-led conferences: Encourage students to lead parent-teacher conferences. Have them prepare presentations about their learning, goals, and achievements. This empowers students and shifts the traditional power dynamic in parent-teacher interactions.
Key findings from Khaqan and Redondo-Sama (2024):
This research found that dialogic leadership (DL) offers many positive benefits to schools.
- Rooted in equality and social justice: DL encourages fairness and ensures inclusive practices across schools.
- Dual-level impact: DL has demonstrated positive effects both at individual and institutional levels:
- For individuals: Boosts confidence, supports well-being, and improves the quality of life for students, teachers, and the entire school community.
- For schools: Leads to better academic outcomes, strengthens social bonds, and helps close learning gaps.
- Broader engagement: DL pulls in everyone—parents, staff, and students—to make schools more collaborative and connected.
Can we trust this research?
Not all research holds the same value! Here’s what our We Are Teachers “Malarkey Meter” says when it comes to this publication, based on four key factors.
- Peer-reviewed? Yes, this study was scrutinized and approved through a rigorous peer review process.
- Sample size: The systematic review (similar to a meta-analysis, gathering findings from many studies and synthesizing those findings) analyzed 27 studies, providing enough datasets to support their conclusions.
- Trustworthy sources: The two researchers (Shiza Khaqan and Gisela Redondo-Sama) are somewhat green to academia but well regarded, and they comprise over 2,000 citations. The study was also published in the reputable and widely known Educational Research Review.
- Methodology: The researchers utilized the PRISMA model, ensuring a systematic and comprehensive review of existing studies, and gathered other studies’ results in the most rigorous way possible. Great job, ladies!
What does this mean for teachers?
While we may not all be principals, we are all still leaders of our own classrooms. Here’s how we could apply the results of this research:
- Advocate for DL practices. Use this research to encourage your school or district to adopt dialogic leadership. Talk about how it improves academics and builds stronger communities—it’s an easy sell!
- Engage with the community. Bring parents and community members into the conversation. Their perspectives can enrich your school environment and make it more inclusive for everyone.
- Reflect on your leadership style. Think about how you interact with students and colleagues. Are you fostering dialogue and collaboration? My former principal used to visit informally with all his teachers before big decisions were made for our school. Small changes can make a big difference in creating a positive, inclusive atmosphere.
Dialogic leadership might sound like a buzzword, but it’s really about making schools better for everyone. By focusing on conversations instead of commands, we can create stronger, more inclusive educational spaces where every voice matters. Let’s commit to shaping futures where we hear every voice. Let’s dialogue, not dictate!