The Role of Dialogue Leadership in Contextual Performance An Analytical Study of the Opinions of a Sample of Employees in the General Directorate of Education in Karbal

Abstract

The purpose of this research is to identify the dimensions of conversational leadership in the General Directorate of Education in Karbala, through its dimensions (listening, respect, commentary, and expression), and the extent of their impact on contextual performance. The research was based on a problem expressed through a number of questions, namely: What is the nature and level of the dimensions of conversational leadership and contextual performance in the General Directorate of Education in Karbala in general and for the departments in particular? Does conversational leadership affect the contextual performance of employees? This was achieved through a survey of the opinions of a random sample that included a group of employees in the directorate, numbering (200) individuals, with a response rate of 85%. The questionnaire was used as the primary research tool. Non-parametric statistical tools were used to analyze and process data and information, adopting the ready-made statistical program SPSS.V. 25)), and a relative scale of eleven points was used, starting with (0% agreement) and ending with (100% agreement). The research relied on the existing research method and dimensional analysis. The research reached a set of conclusions, the most important of which is the workers’ knowledge of the importance of dialogue leadership and its impact on the contextual performance of workers. There were also important recommendations, including the need to adopt a performance evaluation program for employees to promote teamwork and to develop team spirit away from individualism.