Transformational leaders increase job satisfaction and well‐being among workers. According to the cognitive‐experiential self‐theory (CEST), all behavior is guided by two information‐processing systems: a rational and an experiential system. Study 1 examined the relationship between information processing and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership, whereas the experiential system was weakly correlated. Study 2 (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioral coping all had strong positive correlations with transformational leadership. These results suggest that improving leaders' awareness of their own information‐processing and thinking systems might encourage more productive transformational‐leadership techniques.

The current article provides empirical evidence in support of a new Cognitive‐Experiential Leadership Model. The foundation of the model is based on the integration of the Cognitive‐Experiential Theory (CET; Epstein, 2014), a personality‐based theory, and the Full‐Range Leadership Theory (FRLT; Bass, 1985). Results show a strong connection between the rational system and constructive elements of the CET’s experiential system, and transformational leadership and conflict‐handling styles. There is also preliminary evidence that developing leaders’ CET information‐processing systems could increase transformational leadership. Leaders who are high in rational thinking and constructive thinking may also elicit extra effort from their followers, effectively manage conflict, choose effective influencing tactics, and achieve positive organizational outcomes. Implications and future research directions examining the Cognitive‐Experiential Leadership Model are discussed.

According to the cognitive-experiential self theory (CEST), all behavior is guided by two informationprocessing systems: the rational system and the experiential. Previous research with school leaders has shown that the rational system and constructive elements of the experiential system have a strong positive relationship with transformational leadership, as outlined in the Full-Range Leadership Theory. This article reports a pretest, posttest study using an intervention and control group to test whether changes to CEST information-processing systems could bring about changes in transformational leadership. The results of a 10-week, individually delivered coaching intervention pro-

In the current article, it is argued that individual differences in imaginative thinking may predict transformational leadership. Transformational leaders create a vision for the future, which they must imagine. Moreover, being able to imagine differences in thinking and behavior may aid in the development of more transformation leaders via guided reflection on their leadership practices. Ultimately, assessment of individual differences in imaginative thinking may be useful in recruitment of leaders.

Research has shown that school principals who display transformational leadership are likely to influence organizational commitment and job satisfaction (Koh, 1990), and this in turn is thought to influence student learning outcomes. Based on a sample of experienced educational leaders (n = 88), this study examined if transformational leadership and information-processing systems according to cognitive-experiential self-theory predict teachers' job satisfaction and student learning outcomes. The rational system and constructive elements of the experiential system were found to have a significant positive connection with student learning outcomes.