Developing a Model of School Principals’ Sensemaking for the Implementation of the Fundamental Transformation Document of Education

Abstract

The aim of this study was to develop and validate a model of school principals’ sensemaking to facilitate the effective implementation of the Fundamental Transformation Document of Education. This applied research employed a mixed-method sequential exploratory design. In the qualitative phase, 19 academic and organizational experts were purposefully selected and interviewed using semi-structured protocols. Data were analyzed through thematic analysis with MAXQDA 2024. In the quantitative phase, 259 school principals in Tehran were selected using a multi-stage cluster random sampling method, and a researcher-made questionnaire derived from the qualitative findings was administered. Data analysis involved confirmatory factor analysis (CFA) using SPSS 16 and SmartPLS 3. The findings revealed four main dimensions of principals’ sensemaking: specialized knowledge, communication skills, adaptation to local needs, and organizational support. Results of CFA and one-sample t-tests indicated that all dimensions demonstrated satisfactory validity and reliability (AVE>0.5, CR>0.7, α>0.7). Components such as methodological design, expert feedback, and sensitivity analysis showed the highest internal and external validity. The final model exhibited good structural fit and predictive capability for effective implementation of the Fundamental Transformation Document. The proposed model provides a practical framework to enhance principals’ ability to interpret, localize, and implement the Fundamental Transformation Document. It highlights the importance of professional training, collaborative networks, and sustainable organizational support in fostering sensemaking within schools.