Identification and Prioritization of School Principals’ Sensemaking Components for Implementing the Fundamental Transformation Document of Education
Keywords:
prioritization, school principals’ sensemaking, Fundamental Transformation Document of EducationAbstract
This study aimed to identify and prioritize the key dimensions and components of school principals’ sensemaking to facilitate the implementation of the Fundamental Transformation Document of Education. This applied study adopted a sequential mixed-methods design with an exploratory approach. In the qualitative phase, a systematic literature review, semi-structured interviews with 19 academic and organizational experts, and thematic analysis were conducted to extract sensemaking components. In the quantitative phase, data were collected from 259 school principals in Tehran using a researcher-developed questionnaire and analyzed through confirmatory factor analysis and structural equation modeling. Confirmatory factor analysis supported a four-dimensional model of principals’ sensemaking, including communication skills, specialized knowledge, adaptation to local needs, and organizational support. Model fit indices indicated an acceptable fit. Prioritization results showed that communication skills ranked first among the dimensions, while organizational support ranked last, and among the components, human resource provision demonstrated the highest factor loading. The findings indicate that principals’ sensemaking is a multidimensional construct, and effective implementation of the Fundamental Transformation Document requires integrated attention to communicative capacities, professional knowledge, contextual adaptation, and organizational support mechanisms.
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Copyright (c) 2025 Hosna Ghasemian (Author); Soghra Afkaneh; Mohammad Taghi Imani (Author)
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