The Key Role of Communication in Principals' Sensemaking Competencies in Enhancing School Effectiveness
PSYCHOLOGY IN THE SCHOOLS, cilt.63, sa.1, ss.230-243, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 63 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1002/pits.70087
- Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
- Sayfa Sayıları: ss.230-243
- Hacettepe Üniversitesi Adresli: Evet
Özet
This study aims to explore the mediating role of principals' communication skills in the relationship between their sensemaking competencies and school effectiveness. The hypothesized model was tested with a correlational research design using Structural Equation Modeling. The stratified sample involved 648 Turkish teachers in the central districts of Erzurum, T & uuml;rkiye. Results indicate that principals' sensemaking competencies significantly predict school effectiveness, with communication skills acting as a partial mediator in this relationship. High levels of both skills are associated with improved school performance, better student outcomes, and a positive school climate. The study reveals that Turkish principals' superior sensemaking and communication skills are strongly linked to enhanced school effectiveness, emphasizing the need for targeted, context-specific professional development. These findings suggest that incorporating these competencies into hiring and training practices could significantly improve leadership outcomes and overall school effectiveness.