School principals’ sense-making of their leadership role during reform implementation

Schechter, Chen

doi:10.1080/13603124.2018.1450996

Cited by 54 publications

(43 citation statements)

References 90 publications

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“…Building on previous research, the results of this work show that principals engage in sensemaking as they attempt to make sense of ambiguous and unclear situations – in this case the uncertainty of the future of the school principal (Brown et al, 2015; Ganon-Shilon and Schechter, 2016; 2018; Weick, 1995). The principals in this study used their current and prior knowledge of their experiences in the role of school principal to make predictions about the future of the school principal (Maitlis and Christianson, 2014), engaging in a form of prospective sensemaking.…”

Section: Discussionmentioning

confidence: 57%

“…Sensemaking is a particularly useful theory when attempting to better understand how individuals make sense of their daily work (Brown et al, 2015). Because the role of the school principal is often unpredictable and ambiguous, sensemaking theory has been used widely to examine how these school leaders navigate making sense of their work (Ganon-Shilon and Schechter, 2018; Koyama, 2014; Reid, 2017).…”

Section: Framing the Work: Making Sense Of The Future Of School Princmentioning

confidence: 99%

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US principals’ sensemaking of the future roles and responsibilities of school principals

Reid¹

2020

Educational Management Administration & Leadership

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School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

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Section: Discussionmentioning

confidence: 57%

Section: Framing the Work: Making Sense Of The Future Of School Princmentioning

confidence: 99%

US principals’ sensemaking of the future roles and responsibilities of school principals

Reid¹

2020

Educational Management Administration & Leadership

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“…Further, the findings open the way for other studies examining outcomes of these processes and identifying additional characteristics of school principals that might have direct or indirect effects on affective processes and trust building at school, for example, principals’ sense making (Ganon-Shilon & Schechter, 2018), or principals’ cognitive complexity (Da’as, Schechter, & Qadach, 2018).…”

Section: Resultsmentioning

confidence: 99%

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Da’as

2019

International Journal of Educational Reform

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The research investigated whether teachers’ participation in decision-making (PDM) contributes to the development of affective trust during school reform over time, or vice versa. A model including principals’ interpersonal skills was tested during implementation of the organizational reform. Teachers ( n = 1,482) from 113 Israeli elementary schools participated in the first measurement, and 1,390 teachers from 106 of these schools participated in the second measurement. A cross-lagged design for 2 years showed that PDM leads to affective trust over time. Furthermore, PDM mediated the relationship between principals’ interpersonal skills and affective trust over time.

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“…These individual hours are utilized for tutoring groups of up to five students, enabling thus personal attention, to promote scholastic achievements. The specific content of these sessions is determined by the school, which abides by the Education Ministry's guidelines (Ganon-Shilon and Schechter, 2018).…”

Section: Towards School Sense-making Process In Reform Implementationmentioning

confidence: 99%

No school principal is an island: From individual to school sense-making processes in reform implementation

Schechter

2019

Management in Education

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Educational reform implementation in today’s fast changing world requires a critical transition from individual to school sense-making processes. Managing expectations from above (e.g. external demands) and below (e.g. internal school goals) while performing within multiple overlapping contexts, principals seem pulled in many different directions simultaneously. This article proposes the concept of sense-making as a collaborative framework, explaining how principals make sense with their teachers through dialogue and negotiation to improve their schools as they constantly seek to understand the unique contexts in which they operate. This holistic approach invites a new perspective on how to develop models for reforming education systems while paving the way for a collaborative sense-making process within unique school contexts.

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School principals’ sense-making of their leadership role during reform implementation

Cited by 54 publications

References 90 publications

US principals’ sensemaking of the future roles and responsibilities of school principals

US principals’ sensemaking of the future roles and responsibilities of school principals

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

No school principal is an island: From individual to school sense-making processes in reform implementation

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