Abstract
This analysis first traces the development of constructivist thinking and then analyzes leadership literature for the roots of constructivist thinking in its evolution. While the word, constructivism, is a fairly recently developed term, constructivist thinking surprisingly actually stretches back into the Dark Ages. Its progression is traced through the ages to the present and then the same model is used to inquire into thinking about leadership. Finally, both are synthesized into a theory and practice of constructivist leadership.
In the treatment of constructivism, the two major forms of constructivist thinking are analyzed, namely, psychological and social constructivism. Psychological constructivism deals with how individuals learn, how they develop knowledge, how they construct their own worlds, while social constructivism focuses on how the social world is constructed. Interestingly, as can be predicted, both major forms have generated a moderate and a radical branch. Both will be presented with the controversial conclusion that radical social constructivism questions the objectivity of science and our common sense notions of “reality.” Explorations of both question the validity of notions about the objectivity of science and the general understanding of “reality.”
The next focus is on creating a theory and practice of constructivist leadership, by first examining relevant major theorists in the field such as Barnard, who focused on communication and leadership, followed by Lambert et al. who examined in turn interpersonal relationships followed by Bryk and Schneider whose research discovered trust as quintessential for effective leadership.
Next to be examined is Wilson, Byar, Shapiro, and Schell’s Tripartite Theory of Organizational Change and Succession with its three phases that all organizations careen through in their careers as an example of organizational entropy. Its four styles of leadership behavior are then parsed out. Its theory of organizational dynamics’ application to constructivist leadership is quite apparent. Next to examined is the leader as a change agent facilitator. Keeping in mind the virtually inevitable forces of entropy, several educational reform plans are cited that, if sustained, can thereby empower faculty and administrators and defeat these destructive forces.
A summary, conclusions, and implications end the document.
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Shapiro, A. (2022). Constructivist Leadership. In: English, F.W. (eds) The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99097-8_105
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