A determining phenomenon in the evolution of education systems in most countries in the world, reforms bring both change and uncertainty, with important implications for management in education. This is even truer in the context of advanced industrial societies, where the complexity of organizations, due, at least in part, to the breakdown of the traditional value system, is added to the acceleration of change. On the basis of this problem, this article proceeds with an exploratory reflection and research. It is based on three main ideas:

The first deals with the concept of uncertainty, of which we present, beyond its definition, the main factors associated with it, as well as their influence on management, particularly in the school setting.

The second examines, on a general level, certain forward-looking strategies allowing a management style that is more or less effective in a situation of uncertainty. This analysis explores participatory management and the conditions for success in the application of this model.

The third idea, based on the theoretical substratum of the preceding, analyzes the data collected related to the perceptions/opinions of a sample of twelve school principals from the region of Quebec, about the planned changes and those now taking place in the framework of Quebec's current education reform, particularly concerning the decentralization of certain powers towards the schools.

It appears that, under certain conditions, the model of participatory management may mobilize those working in the school, despite an inevitable climate of uncertainty and tension linked to the changes in progress.