出版社：Australian Institutes for Educational Research
摘要：Sensemaking is pivotal in shaping organisational activities, such as instructionalleadership actions in schools. This study used sensemaking to explore the outcome whentwo middle schools with similar multi-deprivation settings followed differentinstructional leadership enactment trajectories for science and mathematics. Two schoolswith effective and ineffective instructional leadership enactment strategies respectivelywere purposively selected from the same locality to participate in the study. Data wereobtained through semi-structured interviews with 10 participants, as well as unstructuredobservations. Emerging data were analysed for content by means of the technique ofconstant comparison. The findings of the study indicate that, although multi-deprivationconditions have the potential to shape instructional leadership, schools can usesensemaking to forge unique practices that culminate in effective instructional leadership.Since ineffective sensemaking of instructional leadership generally characterises schoolsin multi-deprived settings, the findings of this study make it essential for districts toprovide tools that support schools’ effective sensemaking of instructional leadership.
