The Key Role of Communication in Principals' Sensemaking Competencies in Enhancing School Effectiveness

DEMİRKASIMOĞLU N., Dis O.

PSYCHOLOGY IN THE SCHOOLS, vol.63, no.1, pp.230-243, 2026 (SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 63 Issue: 1
  • Publication Date: 2026
  • Doi Number: 10.1002/pits.70087
  • Journal Name: PSYCHOLOGY IN THE SCHOOLS
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.230-243
  • Hacettepe University Affiliated: Yes

Abstract

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.