Middle leaders as catalysts for faux comprehension and pseudo-understanding: Teacher sensemaking challenges in curriculum reform

• Case study of four Hong Kong schools using action-driven sensemaking framework. • On teachers' superficial compliance and misaligned goals masked by overconfidence. • Extends sensemaking theory through strategic compliance and cognitive bias. • Suggests improved guidelines and communication for better reform implementation. This study examines 'Faux Comprehension' and 'Pseudo-Understanding' among middle leaders and teachers in curriculum development, where apparent agreement masks deeper misalignments. Through a comparative case study and theoretical lens of action-driven sensemaking, the study analyzes four Hong Kong schools using questionnaires, interviews, and observations. Findings reveal: Faux Comprehension, where teachers superficially comply with leaders' directives, and Pseudo-Understanding, where misaligned goals are concealed by overconfidence. Both reflect overbearing leadership and cognitive biases. The study enriches sensemaking literature by incorporating compliance and cognitive bias perspectives, while recommending clearer guidelines and communication strategies to align educational practices with reform goals and enhance engagement.