Implicit leadership theory: principals' sense-making and cognitive complexity
PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-maki...
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| Veröffentlicht in: | International journal of educational management 2021-04, Vol.35 (3), p.726-740 |
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| container_title | International journal of educational management |
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| creator | Da'as, Rima'a Ganon-Shilon, Sherry Schechter, Chen Qadach, Mowafaq |
| description | PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered. |
| doi_str_mv | 10.1108/IJEM-02-2020-0086 |
| format | Article |
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This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.</description><identifier>ISSN: 0951-354X</identifier><identifier>EISSN: 1758-6518</identifier><identifier>DOI: 10.1108/IJEM-02-2020-0086</identifier><language>eng</language><publisher>Bradford: Emerald Publishing Limited</publisher><subject>Administrator Attitudes ; Administrator Characteristics ; Administrator Effectiveness ; Affective Behavior ; Ambiguity (Context) ; Behavior ; Beliefs ; Cognition & reasoning ; Cognitive Ability ; Cognitive Processes ; Cognitive Structures ; Corporate culture ; Correlation ; Cross Cultural Studies ; Educational Environment ; Educational leadership ; Evidence ; Individual Characteristics ; Individual Differences ; Influence ; Instructional Leadership ; Leaders ; Leadership Effectiveness ; Leadership Styles ; Organizational Culture ; Perceptions ; Principals ; Prior Learning ; Prototypes ; Schemata (Cognition) ; School Culture ; School principals ; Social Environment ; Teacher Administrator Relationship ; Teacher Attitudes</subject><ispartof>International journal of educational management, 2021-04, Vol.35 (3), p.726-740</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c384t-9c0777d3ef9c4731695c9646b8d823b60afc6a85a3f38cb10707636cf172fa813</citedby><cites>FETCH-LOGICAL-c384t-9c0777d3ef9c4731695c9646b8d823b60afc6a85a3f38cb10707636cf172fa813</cites><orcidid>0000-0002-7389-0433 ; 0000-0001-5939-8234</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJEM-02-2020-0086/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,27924,27925,52689</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1292973$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Da'as, Rima'a</creatorcontrib><creatorcontrib>Ganon-Shilon, Sherry</creatorcontrib><creatorcontrib>Schechter, Chen</creatorcontrib><creatorcontrib>Qadach, Mowafaq</creatorcontrib><title>Implicit leadership theory: principals' sense-making and cognitive complexity</title><title>International journal of educational management</title><description>PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. 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Rima'a</au><au>Ganon-Shilon, Sherry</au><au>Schechter, Chen</au><au>Qadach, Mowafaq</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1292973</ericid><atitle>Implicit leadership theory: principals' sense-making and cognitive complexity</atitle><jtitle>International journal of educational management</jtitle><date>2021-04-20</date><risdate>2021</risdate><volume>35</volume><issue>3</issue><spage>726</spage><epage>740</epage><pages>726-740</pages><issn>0951-354X</issn><eissn>1758-6518</eissn><abstract>PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. 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| ispartof | International journal of educational management, 2021-04, Vol.35 (3), p.726-740 |
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| subjects | Administrator Attitudes Administrator Characteristics Administrator Effectiveness Affective Behavior Ambiguity (Context) Behavior Beliefs Cognition & reasoning Cognitive Ability Cognitive Processes Cognitive Structures Corporate culture Correlation Cross Cultural Studies Educational Environment Educational leadership Evidence Individual Characteristics Individual Differences Influence Instructional Leadership Leaders Leadership Effectiveness Leadership Styles Organizational Culture Perceptions Principals Prior Learning Prototypes Schemata (Cognition) School Culture School principals Social Environment Teacher Administrator Relationship Teacher Attitudes |
| title | Implicit leadership theory: principals' sense-making and cognitive complexity |
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