Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation

ABSTRACT

This qualitative study explores school principals’ perceptions and enactments of shared sense-making processes during a generally-outlined pedagogical reform, i.e. a broad-policy reform allowing educators to exercise their discretion in meeting its pedagogical goals, aiming to inquire what makes such processes critical to schools’ collective efficacy within reform implementation. Interviews with 25 high school principals implementing this reform in state and religious-state schools produced data, whose analysis yielded two major themes and sub-themes: (1) Communicating a shared vision: (a) a shared pedagogical vision; (b) a shared values-based vision; (c) a shared vision of pedagogical bluff; and (2) Strengthening school collective efficacy: (a) facilitating a collaborative instructional culture; (b) adjusting school reality toward instructional focus. A shared sense-making process offers a beneficial framework for principals and teachers collectively navigating complexity and uncertainty, while implementing ambiguous pedagogical policy demands within their unique contexts.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Spencer Foundation.

Notes on contributors

Sherry Ganon-Shilon

Sherry Ganon-Shilon, Ph.D, is researcher/lecturer at MBA faculty, Department of Education, Ono Academic College, Israel. Sherry’s research interests include Principals’ and Teachers’ Sense-Making Processes in Policy Implementation and Leadership in Educational Reform. Email: [email protected].

Haim Shaked

Haim Shaked, Ph.D. Haim is the President of Hemdat Hadarom College of Education in Netivot, Israel. Haim’s research interests include Systems Thinking in School Leadership, Instructional Leadership, Principal Preparation, and Education Reform. Email:   [email protected].

Chen Schechter

Chen Schechter, PhD, is Professor, educational leadership and policy, at School of Education, Bar-Ilan University, Israel. Chen is the Editor-in-Chief of the Journal of Educational Administration and Head, MOFET National Institute for Research and Development in Teaching and Teacher Education. He also serves as Chair of the Board of Directors at the Institute for the Advancement of Teaching, Learning and Social Integration. Chen’s research interests include Leadership Development/Preparation, Educational Change/Reform in Accountability Systems, Collaborative Learning Strategies, and Systems Thinking. Email: [email protected].