Akademik Veri Yönetim Sistemi
ASIA-PACIFIC EDUCATION RESEARCHER, 2024 (SSCI)
This study aims to explore the role of Turkish school administrators' sensemaking skills in shaping school learning climate and teacher commitment. Utilizing a cross-sectional survey design and Structural Equation Modeling, data were collected from a sample of 706 teachers. Findings showed that school administrators' sensemaking skills have a significant predictive effect on teachers' professional commitment. The research also highlighted the mediating role of the school learning climate in the relationship between sensemaking skills and professional commitment, with the learning climate significantly influencing this dynamic. Effective sensemaking by administrators is essential for creating a positive and supportive school climate, which is linked to higher teacher satisfaction and retention. Unlike previous studies that focus mainly on the direct link between school climate and teacher commitment, this research examines how administrators' interpretive abilities influence these factors within T & uuml;rkiye's unique context. By analyzing the sensemaking process and its effect on educational outcomes, the paper offers insights into how school leaders can better address complex challenges, thereby improving educational environments and teacher professional commitment. This study fills a gap in the literature by exploring the cognitive processes-specifically sensemaking-through which school administrators influence teacher commitment and school climate. By identifying sensemaking skills as a crucial leadership component, this research extends traditional leadership theories that primarily focus on behavioral traits. Moreover, the findings underscore the importance of professional development programs aimed at enhancing these cognitive skills, which are vital for navigating complex educational environments and fostering positive school climates.