Continuous improvement and educational innovation in Scotland: the crucial role of school leadership

This study explores how school leaders engage with Improvement Science as a Continuous Improvement (CI) method to build leadership capacity and drive educational change in Scotland. Drawing on 11 in-depth interviews with both primary and secondary principals, the research employs a case study approach to explore how leaders interpret, adapt, and apply CI strategies, while also considering their local context and the broader policy landscape. Sensemaking theory provides a conceptual lens to examine how these educators build knowledge and develop confidence in implementing CI practices aimed at addressing the poverty-related attainment gap, particularly literacy and numeracy. The findings indicate that inquiry-driven approaches are shaped by the intersection of personal values, contextual conditions, and systemic pressures, revealing a dynamic tension between practice-based innovation and wider policy mandates. While principals demonstrated a commitment to evidence-informed, iterative change, challenges with coherent measurement and policy alignment limited the depth and consistency of implementation. The findings offer a nuanced understanding of leadership as both a catalyst and agent for educational innovation, highlighting how principals navigate complexity to foster sustained educational improvement within the multi-tiered governance structure of Scottish education.