Administrative problem solving in the information age

Perez, Lynne G.; Uline, Cynthia L.

doi:10.1108/09578230310464657

Cited by 22 publications

(26 citation statements)

References 8 publications

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“…Despite efforts to establish the discipline of educational administration as a cognitive domain that defines expertise and effectiveness in terms of problem-solving processes (Perez & Uline, 2003), tacit knowledge understanding (Nestor-Baker & Hoy, 2000), or mental models (Ruff & Shoho, 2005), there remains a large gap in the literature regarding cognitive aspects and school administration (Da’as et al, 2018; Kara & Ertürk, 2015). Researchers have argued for the need to understand the cognitive processes of school leaders, suggesting studies on the influence of leaders’ cognitive processes on school effectiveness (Kara & Ertürk, 2015; Ruff & Shoho, 2005).…”

Section: Discussionmentioning

confidence: 99%

School Leaders’ Cognitive Complexity: Impact on the Big 5 Model and Teachers’ Organizational Citizenship Behavior

Da’as

Schechter

Qadach

2019

Journal of School Leadership

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Cognitive complexity (CC)—the ability to differentiate and integrate in a dynamic environment—has been shown to be essential to understanding complex and uncertain environments. However, educational leaders’ CC has not been examined. In the current exploratory research, we examine the effect of school middle leaders’ CC in relation to their Big 5 personality traits (neuroticism, conscientiousness, openness to experience, extroversion, and agreeableness) on their organizational citizenship behavior (OCB) as well as the moderator effect of CC between the Big 5 personality traits and OCB. Participants in this study were 325 educational management and leadership MA students from five higher education institutions acting as middle leaders in their schools. Results showed that a high level of differentiating CC was linked to a high level of openness to experience, extroversion, conscientiousness, and OCB. Further, high levels of integrative CC were linked to conscientiousness, openness to experience, and OCB. Low integrative CC was linked to a high level of neuroticism. Regarding the moderation effect, only integration ability serves as a moderator between conscientiousness, openness to experience, and OCB. By integrating research from both educational and noneducational literature, this exploratory study contributes to our understanding of school leaders’ CC, suggesting future research avenues and implications.

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Section: Discussionmentioning

confidence: 99%

School Leaders’ Cognitive Complexity: Impact on the Big 5 Model and Teachers’ Organizational Citizenship Behavior

Da’as

Schechter

Qadach

2019

Journal of School Leadership

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“…With regard to leadership preparation, Perez and Uline (2003) urged aspiring administrators to immerse in the problem-solving processes: JEA 49,2…”

Section: Switching Cognitive Gearsmentioning

confidence: 99%

Switching cognitive gears

Schechter

2011

Journal of Educational Admin

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to reinterpret principal preparatory programs to also include the collective learning-from-success process (success-based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality. Design/methodology/approach -The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem-based learning. Success-based learning is then described, enumerating its potentials and pitfalls. Findings -The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment. Originality/value -The paper highlights the need to conceptualize and empirically investigate problem-based learning and success-based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders.

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“…The absence of statistically significant relationships found in this research study challenge the results of previous research. Earlier research found a relationship between leadership style and computer use (Brown, 1996;Dooley, 1995;Murphy, 1998;Perez, 1999;Sosik, 1995;Vacca, 1984). Surinder, Sosik and Avolio (1997) also reported support for a relationship between technology use and leadership style.…”

Section: Discussionmentioning

confidence: 97%

“…Vacca (1984) determined that school principals who made the most successful utilization of computers in educational settings were those who scored high in both initiating structure and consideration. Educational administrators who were identified as having a leadership style that was high in consideration behavior were found to be the most successful at achieving instructional change (Murphy, 1998;Perez, 1999). Surinder, Sosik and Avolio (1997) reported that structured problems with technology were more likely to be solved with an initiating style.…”

Section: Leadership Stylementioning

confidence: 99%

“…Vacca (1984) determined that school principals who made the most successful use of computers in educational settings were those who scored high in both initiating structure and consideration. Murphy (1998) and Perez (1999) found that educational administrators who were identified as having a leadership style that was high in consideration were found to be the most successful at achieving instructional change.…”

Section: Leadership Stylementioning

confidence: 99%

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What is the effect of West Virginia principals' leadership styles, their levels of computer anxiety, and selected personal attributes upon their levels of computer use?

Law¹

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This study examined the relationship between the preferred leadership styles, the levels of computer anxiety, and the selected personal attributes of sex, age, and computer training upon the computer use of West Virginia public school principals. A one shot case study design was used to examine the relationships. Three instruments the Leadership Behavior Description Questionnaire-Self (LDBQ-Self), the Computer Anxiety Rating Scale-C (CARS-C), and the Levels of Computer Use (LCU) survey, along with a cover letter and a short personal attribute questionnaire were mailed to randomly selected sample of 160 West Virginia principals. Responses were received from 93 (58.1%) of the principals. Data analysis revealed a statistically significant relationship between the principals' levels of computer anxiety and their levels of computer use. A statistically significant relationship was also discovered between the principals preferred leadership style of consideration and the principals' level of computer anxiety. It was also found that a larger percentage of female principals were functioning at the higher computer usage level of integration than male principals. This study provided mixed results. The significant negative relationships found between the principals' computer anxiety and computer use and between the principals' leadership style of consideration and computer anxiety confirmed earlier research. However, the absence of a significant relationship between the principals' leadership style and computer use, the principals' age and computer use, the principals' sex and computer use , and the principals' computer training and computer use were contrary to earlier research findings. The results of this study may be beneficial to educational leaders at the local, and state levels as well as higher education in the planning for, and implementation of computers in schools. The results of this study may also be of use in the planning of principal inservice.

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Administrative problem solving in the information age

Cited by 22 publications

References 8 publications

School Leaders’ Cognitive Complexity: Impact on the Big 5 Model and Teachers’ Organizational Citizenship Behavior

School Leaders’ Cognitive Complexity: Impact on the Big 5 Model and Teachers’ Organizational Citizenship Behavior

Switching cognitive gears

What is the effect of West Virginia principals' leadership styles, their levels of computer anxiety, and selected personal attributes upon their levels of computer use?

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