Through a sense-making lens, this qualitative study explores high school principals’ considerations while they perceive and enact additional resources within a national reform implementation. Principals’ allocation of resources, especially as part of a national reform, is a complex matter for schools’ effectiveness in an era of accountability. This study investigates data from interviews with 22 Israeli high school principals implementing the national reform in secular and religious state schools from all school districts. Data analysis has yielded three themes: (a) promoting students’ learning achievements towards matriculation exams; (b) deepening student-teacher relations; and (c) developing a new pedagogy. Exploring the allocation of resources to suit principals’ particular needs through a sense-making prism may contribute to the scholarship and to the practice of school leadership while promoting change within a national reform implementation.
|Number of pages||19|
|Journal||Educational Management Administration and Leadership|
|Early online date||29 Apr 2020|
|State||Published - Nov 2021|
Bibliographical notePublisher Copyright:
© The Author(s) 2020.
- high schools
- individual hours
- pedagogical reforms
- resource allocation
- sense-making process