No one likes to be talked to—people prefer to feel like they are part of the conversation. When I think back to my days teaching 8th graders, I remember how difficult it was to create an environment where real dialogue took place rather than just “sit down and listen” sessions. I wanted my students to feel heard and valued, something that doesn’t always happen in classrooms—or workplaces, for that matter. New research confirms what we all already know: Leadership isn’t about barking orders. It’s about connecting, talking to people, and creating meaningful change through collaboration.
What is conversational leadership?
This research by Shiza Khaqan and Gisela Redondo-Sama highlights the power of dialogic leadership (DL) to improve inclusion in schools and increase student learning. It’s all about leaders engaging in open discussions and collaborative decision-making, instead of handing down decisions from above. Dialogic leadership focuses on equality, inclusion and working as a community to make decisions together. Here’s what makes conversational leadership different from other leadership styles:
- Open communication: Principals and teachers share ideas freely, creating a back-and-forth dialogue that drives real progress.
- Collaborative decision making: Everyone gets a voice, making the process more inclusive and the results stronger.
- Focus on balance: DL emphasizes fairness and social justice, ensuring that every voice counts.
- Community and inclusion: It’s about creating a school environment where everyone feels like they belong.
What are some examples of conversational leadership?
Dialogic leadership goes beyond traditional command-and-control models by focusing on collaborative decision-making. Here’s what it looks like in action:
For school leaders
Instead of traditional bottom-up leadership, school leaders who engage in conversational leadership are constantly seeking feedback and collaboration from stakeholders.
- Hosting standard open forums: Create structured times where teachers, staff, and even students can voice their opinions about school policies and programs. For example, monthly roundtable discussions can be a place where participants feel safe to speak freely and contribute ideas.
- Involving stakeholders in decision-making: Before implementing new policies or changes, gather input from a wide range of stakeholders, including teachers, non-teaching staff, students and parents. Use tools such as polls or digital forums where community members can submit and upvote suggestions.
- Obvious communication: Keep the school community informed about ongoing projects and decisions. Use newsletters, school meetings, and social media to share reasons for decisions and expected outcomes.
- Empowerment through committees: Setting up committees for various aspects of school management (eg, 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.
Teachers
Similar to school leaders, teachers involved in conversational leadership see classroom-community communication as a two-way street.
- Classroom town halls: Set aside time each week for students to discuss classroom rules, upcoming assignments, and any concerns they may have. This practice not only encourages students to express their opinions but also teaches them how to engage in respectful discussions and democratic decision-making.
- Collaborative classroom management: Develop classroom routines and rules with your students rather than enforcing them. Have students work together to come up with guidelines that everyone agrees on, which fosters a sense of ownership and responsibility.
- Peer response times: Use regular sessions where students can provide feedback on each other’s work in a structured and supportive environment. Guide them on how to give you constructive criticism and recognize the efforts of their peers.
- Student-led conferences: Encourage students to lead parent-teacher conferences. Ask them to prepare presentations about their learning, goals, and achievements. This empowers students and changes the traditional dynamics of parent-teacher interactions.
Key findings from Khaqan and Redondo-Sama (2024):
This study found that dialogic leadership (DL) offers many positive benefits in schools.
- It is based on equality and social justice: DL promotes fairness and ensures inclusive processes for all schools.
- Double level effect: DL has shown positive results both at the individual and institutional levels:
- For each person: It increases self-esteem, supports well-being, and improves the quality of life of students, teachers, and the entire school community.
- For schools: It leads to better academic outcomes, strengthens social bonds, and helps close learning gaps.
- Broad participation: DL engages everyone—parents, staff, and students—to make schools more collaborative and connected.
Can we trust this research?
Not all research has the same value! Here’s what our We Are Teachers “Malarkey Meter” says about this book, 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 (such as a meta-analysis, gathering findings from multiple studies and synthesis of those findings) analyzed 27 studies, providing sufficient dataset to support their conclusions.
- Reliable sources: These two researchers (Shiza Khaqan and Gisela Redondo-Sama) are somewhat raw in their studies but are well regarded, and have compiled over 2,000 citations. This research has also been published in the prestigious and widely recognized Educational Research Review.
- How to do it: The researchers used the PRISMA model, ensuring a systematic and comprehensive review of existing studies, and collected the results of other studies as rigorously as possible. Great job, ladies!
What does this mean for teachers?
Although we are not all principals, we are all leaders in our classrooms. Here’s how we can use the results of this research:
- Avoid DL habits. Use this survey to encourage your school or district to take leadership in the conversation. Talk about how to develop academics and build strong communities—an easy sell!
- Contact the community. Bring parents and community members into the conversation. Their ideas can enrich your school environment and make it inclusive.
- Reflect on your leadership style. Think about how you interact with students and colleagues. Do you encourage dialogue and collaboration? My former principal used to go on official visits with all of his teachers before major decisions were made about our school. Small changes can make a big difference in creating a positive, engaging environment.
Dialogic leadership may sound cliche, but it’s really about making schools better for everyone. By focusing on conversations instead of instructions, we can create strong, inclusive educational spaces where every voice counts. Let’s commit to shaping a future where every voice is heard. Let’s discuss, not say anything!
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