Understanding the sensemaking experiences of cross-collaborating mid-level international school leaders: an IPA study

Abstract

This research sought to explore the sensemaking experience of four mid-level leaders engaged in cross-collaboration during the ongoing improvement process of a Thai international elementary school. Framed by Weick's sensemaking theory, and as a response to the literature calling for a "leading from the middle'' toward sustainable school improvement, this study sought to develop a more nuanced understanding of mid-level leader distributed leadership perspectives on hierarchy, existing boundaries, personal agency, and the experiences of cross-collaboration toward organizational change and school improvement. Findings revealed that mid-level leaders within the rigid hierarchy struggled with a lack of autonomy and decision-making, understanding cultural differences around ideas of efficiency and time, and the constant negotiation of authority. Implications for leadership practice reveal the following: the importance of improved knowledge for professional cultural responsiveness within multicultural environments, creativity and production are key elements of successful mid-level leader identities, lack of decision making autonomy and agency limits the extent of mid-level leader expertise, and inclusive strategic dialogue with senior leadership is required for greater organizational coherence among school leaders for sustainable school improvement.--Author's abstract