Administrators’ unintentional sensegiving and system reform outcomes

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Article examining how administrators help teachers and other administrators make sense of a system reform during the first two years of implementation.

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28 p.

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Wong, Lok-Sze January 14, 2019.

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  • Wong, Lok-Sze University of North Texas; Northwestern University

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The UNT College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development. Programs in the college prepare teachers, leaders, physical activity and health specialists, educational researchers, recreational leaders, child development and family studies specialists, doctoral faculty, counselors, and special and gifted education teachers and leaders.

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Article examining how administrators help teachers and other administrators make sense of a system reform during the first two years of implementation.

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28 p.

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Abstract: One popular diagnosis for the problem of inequitable educational opportunities is the need for schools and schooling systems to undergo systemic change. While research shows that leadership support is essential for implementing system reforms, critical questions remain about how leaders help shift other’s understandings and practices. Employing the theory of sensegiving, this longitudinal, multiple-case study examines how administrators help teachers and other administrators make sense of a system reform during the first two years of implementation. I found that administrator’s unintentional sensegiving complicated others’ understandings of the new system reform, which complicated implementation. Based on these findings, I introduce the concept of unintentional sensegiving to theorize how leaders can give sense in ways they do not intend, yet have large impacts on how others understand and respond to a reform. Before championing a system reform, leaders deserve opportunities to (a) become familiar with the details of that reform and system reforms in general; (b) carefully study their existing systems, including their local contexts, and consider what dynamics might be created when they implement the new reform; (c) explore how their existing systems could shift to match the design of the system reform; and (d) practice drawing on their wells of knowledge to help others shift their understandings about their practice.

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  • Education Policy Analysis Archives, 27(3), Arizona State University. Mary Lou Fulton Teachers College, January 14 2019, p. 1-28

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  • Publication Title: Education Policy Analysis Archives
  • Volume: 27
  • Issue: 3

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • January 14, 2019

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  • Dec. 6, 2021, 8:07 a.m.

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  • Dec. 9, 2021, 9:15 a.m.

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Wong, Lok-Sze. Administrators’ unintentional sensegiving and system reform outcomes, article, January 14, 2019; (https://digital.library.unt.edu/ark:/67531/metadc1863619/: accessed September 20, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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