Middle Leaders and the Illusion of Reform: Unpacking Faux Comprehension and Pseudo-Understanding in Curriculum Change

• In Event: Foundations for Lasting Equity and Transformation: Policy, Organization, and Professional Practice

Abstract

This study examines the gap between perceived and actual success in curriculum reforms led by middle leaders (MLs) in Hong Kong. Using action-driven sensemaking theory, it introduces Faux Comprehension and Pseudo-Understanding to explain how teachers may either strategically comply or genuinely misunderstand reform goals. A comparative case study of four secondary schools implementing an entrepreneurship curriculum revealed that overbearing leadership and cognitive biases contributed to superficial alignment. While MLs believed reforms were effective, teachers often misinterpreted key elements. The study extends sensemaking theory by integrating concepts of strategic compliance and bias, and recommends clearer communication, better assessment, and inclusive planning. Findings offer insights for leadership development, policy design, and fostering authentic, sustainable educational change.

Authors

• Chun Sing Maxwell Ho, The Education University of Hong Kong

• Chiu Kit Lucas Liu, The Education University of Hong Kong