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

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, Türkiye. 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.