Principals' Voices Pertaining to Shared Sense-Making Processes within a Generally-Outlined Pedagogical Reform Implementation

Autor/inn/en	Ganon-Shilon, Sherry; Shaked, Haim; Schechter, Chen
Titel	Principals' Voices Pertaining to Shared Sense-Making Processes within a Generally-Outlined Pedagogical Reform Implementation
Quelle	In: International Journal of Leadership in Education, 25 (2022) 6, S.941-965 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ganon-Shilon, Sherry) ORCID (Shaked, Haim) ORCID (Schechter, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1770864
Schlagwörter	Principals; Administrator Attitudes; Educational Change; Educational Policy; High Schools; Institutional Mission; Participative Decision Making; Administrator Role; Foreign Countries; Curriculum Implementation; Instructional Leadership; Ambiguity (Context); School Culture; Israel + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Bildungsreform; Politics of education; Bildungspolitik; High school; Oberschule; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Schulkultur; Schulleben
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01