对话式领导作用的系统回顾:特点和影响

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2024-07-09 DOI:10.1016/j.edurev.2024.100618
Shiza Khaqan, Gisela Redondo-Sama
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引用次数: 0

摘要

任何教育领导力模式都有望促进学业成功,对话式领导力已成为这一领域的重要模 式,它提供了令人信服的证据,证明学生的学业成绩有了显著改善,包括学童旷课现象 减少。对话式领导是一种新兴的领导方法,它将教育社区成员(教师、学生、家庭成员......)的作用概念化,让他们在与他人对话的过程中发展领导实践。已有研究表明,对话式领导对教育及其他领域产生了积极影响,例如提高了学生的领导技能,或促进了社区成员对学校的参与。本文旨在回顾对话式领导力的影响,整合其定义特征,并将其纳入教育领导力研究的范畴。本系统性综述的报告采用 PRISMA(系统性综述和元分析的首选报告项目)模式作为指导。我们对符合纳入标准的 27 篇文章进行了归纳式主题分析。分析结果表明,对话式领导作为一种方法及其影响出现了几个主题。对话式领导被认为是一种以平等和社会公正为导向的方法,强调教育的全纳性。其影响体现在两个层面--个人和机构。在个人层面上,它对改善成年学习者的身心健康,提高儿童、早期教育工作人员和成年学习者的自信心,以及提高教育社区成员的生活质量产生了协同作用。在机构层面,除其他外,它还提高了学生的学习成绩,发挥了社会凝聚力的作用--拉近了社会和社区成员之间的距离,通过对话消除了知识差距。我们对这些主题进行了讨论,并对未来研究提出了影响和建议。
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A systematic review of the role of dialogic leadership: Characterization and impacts

As any model of educational leadership is expected to contribute to academic success, dialogic leadership has emerged as an essential model in this domain, providing compelling evidence of significant improvements in the academic outcomes of students, including reduced absenteeism among school children. Dialogic leadership is an emerging leadership approach that conceptualizes the role of members of the educational community (teachers, students, family members …) that develop leadership practices as they engage in dialogue with others. Research has already demonstrated the positive impacts of dialogic leadership in education as well as in other sectors, for example improving leadership skills in students or enabling the participation of community members in schools, but currently, there are no studies that synthesize these findings. The purpose of this paper is to review the impacts of dialogic leadership, consolidate its defining features, and contextualize it within educational leadership research. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model was used for guidance in the reporting of this systematic review. We carried out an inductive thematic analysis on 27 articles that met the inclusion criteria. As a result, several themes emerged which describe dialogic leadership as an approach and its impacts. It is identified as an egalitarian and social justice-oriented approach that emphasizes inclusion in education. Its impacts are noted across two levels – individual and institutional. At the individual level, it has demonstrated synergies with improvements in the physical and mental wellbeing of adult learners; in self-confidence in children, staff in early education and adult learners, and in the quality of life of educational community members. While at the institutional level, among others, it has led to an improvement in the academic outcomes of students, and it has played the function of social cohesion - bringing society and community members closer and eliminating knowledge gaps through dialogue. We provide a discussion of these themes, along with the implications and suggestions for future research.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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