Principals' Sense-Making of Resource Allocation Within a National Reform Implementation

• In Event: Organizational Theory Voices and Narratives

Abstract

Facing the fundamental challenge of reform implementation while achieving high levels of pedagogical outcomes through school autonomy and intensified accountability, principals are required to question their common practices. This qualitative study explored principals' considerations while they perceive and enact additional resources within a national reform implementation. Data were collected through a heterogenic sampling via 22 in-depth interviews with high school principals. Findings indicate three major themes: promoting students’ learning achievements towards matriculation exams, deepening student-teacher relations, and developing a new pedagogy. A national reform implementation calls for a sense-making process through which school leaders translate new ideas into pedagogical practices while balancing between autonomy and accountability. Allowing more degrees of freedom, sense-making process shapes longer term teaching and learning initiatives.

Authors

• Sherry Ganon Shilon, Achva Academic College

• Emanuel Tamir, Ohalo College of Education

• Chen Schechter, Bar-Ilan University