School Middle Leaders’ Sense Making of a Generally Outlined Education Reform

Haim Shaked, Chen Schechter

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


This study explores the experiences of high school middle leaders implementing a generally outlined reform, which required educators to exercise judgment regarding how to meet the reform’s goals. Exploring 65 middle leaders’ perceptions regarding the implementation of the Meaningful Learning Reform in Israel revealed that they experienced two main challenges: the need for self-reliance, meaning that they had to follow their own discretion; and coping with ambiguity, meaning that they were required to operate under conditions of uncertainty. Through a sensemaking lens, this study broadens the currently limited knowledge regarding middle leaders’ experiences with reform programs.

Original languageEnglish
Pages (from-to)412-432
Number of pages21
JournalLeadership and Policy in Schools
Issue number3
Early online date5 Apr 2018
StatePublished - 2019

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Taylor & Francis.


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