From Policy to Practice: Principals as Anchors of Sensemaking and Sensegiving in Educational Reform – The Case of Türkiye’s Century Education Model

This study explores how Turkish school principals engage in sensemaking and sensegiving during education reform implementation. Based on semi-structured interview data from 15 principals, findings show that they interpret reforms by gathering information, building frameworks, and adapting to local contexts. They foster collaboration, construct professional identities, and use counterfactual thinking. In their sensegiving role, principals communicate reforms through storytelling, persuasion, and participatory leadership. While some apply top-down methods, successful reform hinges on emotional support and feedback. The study underscores the importance of professional development and flexible policies that empower principals as mediators between national mandates and school realities.