Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders

Abstract

In this conceptual paper, we advance Transformative Leadership Conversation as a form of dialogue that relies on shared meaning-making to activate the motivational energy within people to transform social structures that impede aspirational realities. Transformative Leadership Conversation leverages the most commonly available resource for leaders—conversation—to approach transformation as a process that begins within individuals and moves outward to the relational context where actions and interactions define social structures. There are two interdependent parts to the paper: a conceptual definition and a theory of action. The conceptual definition describes TLC and situates its components in the social and psychological processes that drive transformation. The theory of action advances a simple framework for how leaders might engage TLC across different contexts and situations.

Transformative leadership conversation: a conceptualization and empirical test of its function

“…TLC is defined as sensemaking and learning dialogue used to fundamentally re-structure how people see reality and how they relate to self, others and the environment. TLC is structured by the integrated use of framing, questioning and listening, and affirming language (Adams et al, 2022). This definition is grounded in a meaning of transformation that is different than common associations of change, improvement and reform.…”

“…Questioning and listening are inextricable and together keep sensemaking and learning dialogue flowing (Brookfield, 2011;Isaacs, 1999;Paul and Elder, 2007). TLC organizes questions to align with participant readiness for transformation, what we refer to as the three Is of questioning: questions intended to investigate an aspirational reality, to imagine what it will take to achieve a new reality, and to integrate sensemaking and action (Adams et al, 2022). The right questions can spark re-imaginations, inspire creativity, uncover performance tensions, chart new visions and engender collective action (Berger, 2019).…”

“…We also believe that TLC can influence vitality by protecting teachers from distressful emotional states like autonomy frustration. TLC does not use external power to control or manipulate thoughts and actions of individuals and groups (Adams et al, 2022). Instead, TLC relies on interactions that value people, that respect their experiences and that seeks mutuality for shared pursuits.…”

“…For TLC, framing, questioning and listening and affirming language are conversational mechanisms that can be used to engage sensemaking and learning dialogue. These mechanisms support meaning making conversations that occur within people, between people and through interactions with the environment (Adams et al, 2022). To stimulate meaning making, questions need to be an invitation to explore underlining thought processes, unconscious assumptions and even wild imaginations; listening starts with curiosity, it is non-judgmental, and it seeks understanding; and affirming language values people and human beings (Bohm, 1986;Isaacs, 1999;Marshak, 2019).…”

“…The supportive function comes through the direct connection between TLC and teachers feeling alive and energized in their work. TLC is a need-supportive conversational approach (Adams et al, 2022); school leaders invite people to think together, to become aware of their own assumptions and thoughts, to reflect on biases and to generate new meaning and ideas. When used intentionally, TLC values people's unique experiences and perspectives, connects people to each other and shared interests, establishes coherence and clarity in aspirations, and builds agency for engaging complex processes.…”