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The Impact of Oral Dialogue on Educational Leadership Wellness and Practice

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Title: The Impact of Oral Dialogue on Educational Leadership Wellness and Practice
Language: English
Authors: Simone F. Miranda
Source: BU Journal of Graduate Studies in Education. 2024 16(2):16-22.
Availability: Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Speech Communication, Instructional Leadership, Stress Management, Anxiety, Emotional Problems, Wellness, Leadership Role, Interprofessional Relationship, Interpersonal Communication, Leaders, Job Performance
Abstract: Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440548
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Impact of Oral Dialogue on Educational Leadership Wellness and Practice
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  Data: <searchLink fieldCode="SO" term="%22BU+Journal+of+Graduate+Studies+in+Education%22"><i>BU Journal of Graduate Studies in Education</i></searchLink>. 2024 16(2):16-22.
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  Data: Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
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  Data: <searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Wellness%22">Wellness</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Leaders%22">Leaders</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Performance%22">Job Performance</searchLink>
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  Data: Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Stress Management
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      – SubjectFull: Anxiety
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      – SubjectFull: Leaders
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      – SubjectFull: Job Performance
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