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.

中文翻译：

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对对话式领导作用的系统回顾：特征和影响


由于任何教育领导模式都有望促进学业成功，因此对话式领导已成为该领域的重要模式，它提供了令人信服的证据，证明学生的学业成绩显着改善，包括减少学童的缺勤率。对话式领导是一种新兴的领导方法，它概念化了教育界成员（教师、学生、家庭成员……）的角色，他们在与他人对话时发展领导实践。研究已经证明了对话式领导力对教育和其他领域的积极影响，例如提高学生的领导技能或促进社区成员参与学校，但目前还没有研究综合这些发现。本文的目的是回顾对话式领导的影响，巩固其定义特征，并将其置于教育领导力研究的背景下。 PRISMA（系统评价和荟萃分析的首选报告项目）模型用于指导本系统评价的报告。我们对符合纳入标准的 27 篇文章进行了归纳主题分析。结果，出现了几个主题，将对话领导力描述为一种方法及其影响。它被认为是一种平等主义和以社会正义为导向的方法，强调教育的包容性。其影响体现在个人和机构两个层面。 在个人层面，它显示出与成人学习者身心健康改善的协同作用；儿童、早期教育工作人员和成人学习者的自信，以及教育界成员的生活质量。而在机构层面等方面，它带来了学生学业成绩的提高，并发挥了社会凝聚力的功能——拉近社会和社区成员的距离，通过对话消除知识差距。我们对这些主题进行了讨论，以及对未来研究的影响和建议。