%0 Journal Article
%T Switching Cognitive Gears: School Leaders¡¯ Cognitive Complexity
%A Chen Schechter
%A Mowafaq Qadach
%A Rima¡¯a Da¡¯as
%J NASSP Bulletin
%@ 1930-1405
%D 2018
%R 10.1177/0192636518794297
%X The role of school leaders is particularly complex in today¡¯s ¡°era of accountability,¡± which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader¡¯s cognitive complexity to be a predictor of leader and organizational effectiveness whereas the notion of school leader¡¯s cognitive complexity remains undeveloped in the educational leadership and management field. Hence, the purpose of this article is to suggest a framework for school leaders¡¯ cognitive complexity, as well as to suggest possible avenues for future conceptualization of, and research into this issue. Two empirical illustrations, based on the suggested framework for school leaders¡¯ cognitive complexity, are described. This novel cognitive complexity framework may help school leaders develop processes, strategies, and structures that will enable them to react effectively in uncertain and dynamic environments
%K integration complexity
%K differentiation complexity
%K school leaders¡¯ cognitive complexity
%U https://journals.sagepub.com/doi/full/10.1177/0192636518794297