Switching Cognitive Gears: School Leaders’ Cognitive Complexity

Da’as, Rima’a; Schechter, Chen; Qadach, Mowafaq

doi:10.1177/0192636518794297

Cited by 15 publications

(17 citation statements)

References 63 publications

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“…Further, the findings open the way for other studies examining outcomes of these processes and identifying additional characteristics of school principals that might have direct or indirect effects on affective processes and trust building at school, for example, principals’ sense making (Ganon-Shilon & Schechter, 2018), or principals’ cognitive complexity (Da’as, Schechter, & Qadach, 2018).…”

Section: Resultsmentioning

confidence: 99%

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Da’as

2019

International Journal of Educational Reform

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The research investigated whether teachers’ participation in decision-making (PDM) contributes to the development of affective trust during school reform over time, or vice versa. A model including principals’ interpersonal skills was tested during implementation of the organizational reform. Teachers ( n = 1,482) from 113 Israeli elementary schools participated in the first measurement, and 1,390 teachers from 106 of these schools participated in the second measurement. A cross-lagged design for 2 years showed that PDM leads to affective trust over time. Furthermore, PDM mediated the relationship between principals’ interpersonal skills and affective trust over time.

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Section: Resultsmentioning

confidence: 99%

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Da’as

2019

International Journal of Educational Reform

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“…Şöyle ki liderlik, değerleri eyleme, vizyonları gerçekliğe, engelleri yeniliklere, ayrılıkları dayanışmaya ve riskleri ödüllere dönüştürme süreci olarak görülmektedir. Bu nedenle liderler, önemli başarıların elde edilmesi için fırsatlar ve örgüt içinde uygun iklimler yaratan kişilerdir (Kouzes & Posner, 2012, s.2 bilimlerinde araştırıldığı yapılmış çok sayıda çalışma (Da'as, Schechter & Qadach, 2018;Fenwick, 2009;Fidan & Balcı, 2017;Gilstrap, 2005;Jäppinen, 2014;Marion & Uhl-Bien, 2001;McClellan, 2010;Ng, 2013;Osberg, 2005;Osborn & Hunt, 2007;Schneider & Somers, 2006;Svyantek & Brown, 2000) bulunmaktadır. En basit şekliyle karmaşıklık kuramı, fiziksel ve sosyal olguları basit nedensonuç ilişkisiyle açıklayan, linear (doğrusal) ve mekânistik dünya görüşüne karşıdır.…”

Section: Introductionunclassified

Eği̇ti̇m Kurumlarinda Orta Düzey Yöneti̇ci̇leri̇n Karmaşiklik Kurami Bağlaminda Ri̇skleri̇n Yöneti̇mi̇ Konusundaki̇ Görüşleri̇

Maya¹

2019

TurkishStudies

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Turkish Studies -Educational SciencesVolume 14 Issue 4, 2019 yöneticilerinin, eğitim kurumlarının yönetiminde çok farklı risklerle ve karmaşıklık durumlarıyla karşılaştıkları, risklerin ve karmaşıklık durumlarının çözümünde genel olarak çağdaş yönetim yaklaşımları çerçevesinde stratejiler belirledikleridir. Eğitim yöneticilerinin kurumda planlama, uygulama ve denetim boyutlarında en önemli gördükleri riskler ise, değişime direnç içeren davranışlar, iletişim eksikliği, yeterli ve nitelikli personel eksikliğidir. Ek olarak, karar verme işlerine uzman olmayan kişilerin karışması ve yerel basının baskıcı davranışları diğer risklerdir. Orta düzey eğitim yöneticilerinin, eğitim kurumunda risklerin etkili olarak yönetilebilmesi için tüm paydaşların karar almada söz sahibi olmasını sağlama, açık iletişim, risk analizlerini içeren ön çalışmalar yapma, belirsizlik yönetimi için SWOT (GZFT) analizi, hedefleri açık olarak belirleme ve yeni çözüm yollarına başvurma stratejilerini seçtikleri görülmektedir. Ne var ki, orta düzey eğitim yöneticilerinin risklerin belirlenmesi, risk önceliklendirmesi, risk değerlendirmesi veya risk programı yapmadıkları anlaşılmaktadır. Bu nedenle, yöneticilerin risk yönetimi süreçlerine ve risklerin yönetimi yöntemlerine ilişkin bilgi düzeyleri yetersizdir. ABSTRACTThe twentieth century and the global age necessitate educational institutions to cope with complexities and various risks. This study is based on the thought that the leaders of complex systems manage the existing risks and create the future instead of controlling the future. For this reason, it aims to identify the risks mid-level educational managers encounter in the context of complexity theory and to determine the methods they use in the case of those risks. The study uses the interview method-one of the qualitative research methods. The study group was composed of ten educational managers working in Çanakkale Province Directorate of National Education in 2017-2018 academic year. All of the participants except for one were male. They had seniority between 5 and 20 years. An interview form of ten openended questions developed by the researcher was used in data collection. Relevant literature containing scientific publications on risk management, complexity theory and leadership was reviewed in developing the interview form. The lecturers in Çanakkale Onsekiz Mart University were consulted for expert opinion in relation to the interview form. In consequence, the form was given the final shape. Inductive analysis technique, a type of content analysis, was used in analysing the data. First, the data were put to writing in accordance with the purpose and the sub-problems of the research. Then, the data were divided into themes according to the sub-problems.A result obtained in this study was that the mid-level educational managers encountered diverse risks and complexities and that they

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“…Da’as et al (2020) suggest that high levels of cognitive complexity, in the business world, have been associated with a sophisticated understanding of strategic processing capabilities that is often demanded by business environments. With this in mind, these authors, using the theoretical framework of Da’as et al (2018), ask whether school leaders with high levels of cognitive complexity are more effective at promoting school processes such as leading change, collaborative decision making, and implementing strategic processes. In the context of educational administration and leadership, Da’as et al (2020) examine the effect of middle school leaders’ cognitive complexity in relation to traits of personality and their organizational citizenship behavior.…”

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confidence: 99%