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June 20, 2026Educational Management Administration & Leadership

Mediating ambiguity: Principals’ sense-making and instructional leadership in curriculum reform enactment

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Authors

CGCiarán Ó GallchóirNational University of Ireland, MaynoothOMOliver McGarrUniversity of LimerickRLRachel LenihanUniversity of Limerick

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Implication

Qualitative study explores how principals interpret and implement curriculum reform, suggesting it shapes school culture and collaboration.

Key Points

  • This article examines how principals' interpretations of curriculum reform influence their leadership practices.
  • Qualitative study involving interviews with 65 secondary school principals in Ireland.
  • Part of a larger national 4-year longitudinal study.
  • Focused on experiences leading Junior Cycle reforms approximately a decade after implementation.
  • Found that instructional leadership dimensions merge into reciprocal practices based on principals' assessment of readiness.
  • Identified time as a resource and healing mechanism that helps dissipate resistance to reform.
  • Concluded that principals must engage in relational work to create a culture of collective sense-making.

Cite This Study

Gallchóir et al. (2026) studied this question.

synapsesocial.com/papers/6a3631cedb0793dc1a5389c3https://doi.org/10.1177/17411432261457326
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