| Figures | ||
| 1 | Mud map of the interaction between sensemaking and sensegiving in a school context (adapted from Maitlis & Lawrence, 2007). | 10 |
| 2 | The Eucalypt Leadership Model (ELM). | 21 |
| 3 | Processes involved in the initiation of a strategic change (from Gioia & Chittipeddi, 1991, p. 444). | 30 |
| 4 | The critical role of moderators in leadersâ sensegiving (from Kraft, Sparr, & Peus, 2015, p. 310). | 34 |
| 5 | Moderating forces in educational leadersâ sensegiving practices (adapted from Kraft et al., 2015, p. 310). | 34 |
| 6 | Ajzenâs Theory of Planned Behaviour (TPB) (from Ajzen & Fishbein, 1980). | 42 |
| 7 | Integration of sensemaking, TPB and sensegiving. | 47 |
| 8 | The shifting balance in the role of the secondary school principal. | 70 |
| 9 | Principalsâ interpretations of their accountability expectations. | 102 |
| 10 | Linking views: Beliefs about learning, purpose of schooling and objects of account. | 111 |
| 11 | Principalsâ criticisms of their accountability mechanisms. | 114 |
| 12 | Self-efficacy levels in meeting dual expectations. | 124 |
| 13 | Framing educational accountability. | 132 |
| 14 | Principals making sense of accountability. | 133 |
| 15 | Principalsâ agency in managing accountability. | 136 |
| 16 | Principals giving sense to accountability. | 157 |
| 17 | A sample in the cycle of a school leaderâs sensegiving practices. | 188 |
| 18 | School leadersâ sensegiving acts and moderators (adapted from Kraft et al., 2015). | 207 |
| 19 | Snow gums, snowy mountains, Australia (contributor David Bigwood, Alamy, https://www.alamy.com/search/imageresults.aspx?imgt=0&qt=Snow+gums+david, used with permission). | 229 |
| Tables | ||
| 1 | Theory of planned behaviour authenticating sensemaking and sensegiving. | 20 |
| 2 | Aligning Weickâs sensemaking properties with educational leadersâ accountabilities. | 27 |
| 3 | Literature, sensemaking, sensegiving and the TPB. | 49 |
| 4 | Typology of accountabilities in education. | 86 |
| 5 | School leaders enacting educational accountability. | 89 |
| 6 | Representing the objects of account. | 108 |
| 7 | Subjects of the account: Frequency and excerpts. | 113 |
| 8 | Summary of principalsâ educational accountability: To whom, what and how. | 123 |
| 9 | Leadersâ metaphors, mantras and narratives. | 137 |
| 10 | Diverging views: Building credibility with teams. | 144 |
| 11 | Relationship between principalsâ understandings of accountability and their practices. | 158 |
| 12 | Summary of findings. | 162 |
| 13 | Aligning Weickâs sensemaking properties with leadership examples. | 175 |
| 14 | Application of the TPB to case examples. | 212 |
| 15 | Examples of the impact of leadersâ sensemaking on sensegiving practices. | 216 |
| Memos | ||
| 1 | The descriptive story. | 14 |
| 2 | Making sense of accountability demands. | 15 |
| 3 | Julie, the Juggler and Charmaine, the Cheerleader: Differences. Why? | 104 |
| 4 | Beliefs about learning, post school and accountability. | 111 |
| 5 | Numbers on a page: Faces on results link with faces on data? | 117 |
| 6 | Peer relationships. | 118 |
| 7 | Faces on data: Faces on results. | 129 |
| 8 | Constructing cognitive schemata. | 131 |
| 9 | The power of influence for the right reasons. | 154 |
Illustrations
In: School Leadersâ Sensemaking and Sensegiving
Author:
Judith Norris
Judith Norris
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