Abstract
This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.
Highlights
Several researchers (Aitken 2008; Bond 2011; Niemi 2012; Bond, Sterrett 2014) emphasize that changes emerging in all spheres of life primarily rest on the school and the teacher and require a set of new and broader competences from the latter
The teachers indicated the lowest skills as related to Connectedness (“I support my collaboration partner in going forward,” “I am active in our network,” M = 3.69, SD = 0.53)
The research presented in this paper focuses on the dimensions of interpersonal communication competence as variables of shared leadership
Summary
Several researchers (Aitken 2008; Bond 2011; Niemi 2012; Bond, Sterrett 2014) emphasize that changes emerging in all spheres of life primarily rest on the school and the teacher and require a set of new and broader competences from the latter. The European Council Conclusions on Effective Leadership in Education (2013) lay emphasis on the ability to motivate and inspire, as well as on sound managerial, pedagogical, and communication skills, which are essential skills in educational leadership. As it has been mentioned above, the European Commission Communication document Supporting the Teaching Professions for Better Learning Outcomes (2012) draws attention to the development of teacher skills: to inspire the surrounding people, to enhance teaching/learning environments and culture, to improve learners’ academic achievements, to solve problems, to possess communicative skills, critical thinking, a holistic attitude, to obtain profound knowledge of the educational system, etc. The research emphasizes that teacher leadership has a direct effect on pupils’ achievements (Leithwood, Jantzi 2006; Sun, Leithwood 2012)
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