From Simple to Complex: The Relationship Between Educational Leaders’ Cognitive Complexity and Leadership-Style Profiles

Rima’a Da’as

doi:10.1080/15700763.2022.2081216

From Simple to Complex: The Relationship Between Educational Leaders’ Cognitive Complexity and Leadership-Style Profiles

Rima’a Da’as^*

^*Corresponding author for this work

The Seymour Fox School of Education

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

This innovative study examines the relations between principals’ cognitive complexity (CC) levels and their leadership-style profiles. Participants were 341 principals and 3,209 teachers in Israel. Results indicated four leadership-style profiles: transformational; mixed–including transformational and transactional; transactional; and passive-avoidant. School principals were further found to juggle their perspectives from simple to complex, resulting in passive-avoidant to transactional, to transformational and to mixed leadership profiles. The mixed leadership-style profile (transactional and transformational) was characterized by high CC, and construed social behavior in a multidimensional way; passive-avoidant leadership was characterized by simple thinking (low CC).

Original language	English
Pages (from-to)	60-77
Number of pages	18
Journal	Leadership and Policy in Schools
Volume	23
Issue number	1
DOIs	https://doi.org/10.1080/15700763.2022.2081216
State	Published - 2024

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© 2022 Taylor & Francis Group, LLC.

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From Simple to Complex: The Relationship Between Educational Leaders’ Cognitive Complexity and Leadership-Style Profiles

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