The cognitive preferences of school principals

Abstract

Explores the nature of the cognitive preferences of school administrators, thus opening up a new line of enquiry which may provide a base for future studies on administrative behaviour. The study offers an insight into the school administrators′ mode of information perception according to four basic modes: relating and recalling information without considering its implications; relating to information according to its practical applications; posing critical questions about the information′s validity; and relating to information according to the fundamental principles. School administrators were found to be different in their cognitive preferences as a function of individual differences, and different roles of school administration.

Citation

Inbar, D.E. (1995), "The cognitive preferences of school principals", Journal of Educational Administration, Vol. 33 No. 2, pp. 5-19. https://doi.org/10.1108/09578239510081273