oversial concept that is difficult to implement.
Nonetheless, various researchers have highlighted the effectiveness of the model of constructivist leadership that enables key stakeholders such as teachers to improve their critical thinking skills and teaching practices (Massy, Wilger, & Colbeck, 1994; Rice & Austin, 1990). By engaging in frequent interactions and collaborative activities with one another, teachers motivate one another to reflect on their teaching practices, solve problems collectively and experiment with innovative practices (Mohlman & Bruder, 1987; Wineburg, 1995). The shared processes of collaborative consultations and dialogues enable teachers to receive timely feedback, compensate for their weaknesses and learn from one another (Harlin, 2000; Neufeld & Roper, 2002; Vail, Tschantz, & Bevill, 1997).
Teachers can foster these types of reciprocal relationships with their colleagues in a wide variety of
...