Applying Constructivist Leadership in the School Setting
Constructivist leadership is the mutual and dynamic interaction and exchange of ideas and concerns. At its heart, it involves the various ways participants in the school community work together to build meaning, leading them toward a common purpose. Reciprocity here means practicing empathy; moving outside oneself, to see the perspectives of others. The required maturity emerges over time, as a product of the processes of meaning-making in communities.
For school stakeholders to develop their capacities for relating to one another, they should always engage in the processes of meaning-making, while living and working together in educational communities. Paulo Freire wrote, “knowledge is not extended from those who are considered to know to those who do not know, instead it is built up in the relations between people.” So, we can gather that learning is based on interaction.
Multiple forms of relationships in schools and differences among friendly, collegial, and individualistic relationships. As the cooperative nature of workplace culture changes over time, these relationships usually shift. Give-and-take is therefore a spiraling experience, gathering strength the more it is practiced. People usually generate information through interactions with others. This information becomes feedback, enriching existing information and creating new information.
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