Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership

Abstract

Transformational leaders increase job satisfaction and wellbeing among workers. This thesis proposes that leadership style is influenced by both the rational and experiential systems put forward by Epstein (1998b) in his cognitive-experiential self theory (CEST). Study one examined the relationship between the CEST information-processing systems 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 with transformational leadership. Study two (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioural coping all had strong positive correlations with transformational leadership. The results of studies one and two showed that school principals who rated themselves as transformational leaders obtained high scores on the rational system and the constructive factors of the experiential system. These results provided a theoretical foundation for the remaining three studies and impacted on the theoretical framework for the CEST-transformational leadership model. Studies one and two were correlational in design and consequently were limited in explaining cause and effect. In response to this limitation, study three used a pre-test, post-test control-group design to test whether changes to information-processing systems could bring about changes in leadership style. Results showed that there was a significant difference between the pre-test and post-test transformational leadership scores for school principals in the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicated that the school principals in the intervention group became more conscious and reflective about their leadership practice. Thus study three provided tentative evidence that changing information-processing styles could bring about changes in leadership style. With the results showing a positive connection between information-processing and transformational leadership (Studies one-three) the next step was to establish if the rational system and constructive elements of the experiential level could predict teachers' job satisfaction and student learning outcomes. Study four (N = 88) showed a weak connection between principals' information-processing and both teachers' job satisfaction and students' learning outcomes. Leaders who exercise transformational leadership may also be required to effectively manage conflict in the organization, and this is why study five (N = 426) examined the relationship between information-processing and conflict-handling styles using an undergraduate student sample. The rational system, experiential system and constructive thinking had significant positive relationships with both the integrating and compromising conflict-handling styles. The rational system had a positive relationship with the dominating conflict-handling style. The experiential system and constructive thinking had a positive relationship with the obliging conflict-handling style. The results of the five studies provided empirical support for a CEST-transformational leadership model. Implications for educational leadership at the theoretical and practical level are discussed. Establishing a positive connection between information-processing, transformational leadership, and the choice of conflict-handling styles appears to promote effective school leadership that, in turn, is thought to influence teachers' job satisfaction and students' learning outcomes.

Date of Award	2009
Original language	English