The relationship between cognitive complexity-simplicity and the functional management systems of elementary school principals

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dc.contributor.advisorSanders, Stanley G.
dc.contributor.committeeMemberCarter, John L.
dc.contributor.committeeMemberDoughtie, Eugene B.
dc.contributor.committeeMemberCutting, Guy D.
dc.creatorLokey, James A.
dc.date.accessioned2022-09-23T16:10:25Z
dc.date.available2022-09-23T16:10:25Z
dc.date.copyright1971
dc.date.issued1971
dc.description.abstractPurpose. The purpose of the study was to determine the measure of relationship between the personality dimension Cognitive Complexity-Simplicity and the perceived functional management systems of elementary school principals, as differentiated on the basis of sex. Procedures. Assessment instruments were administered to subjects in fifty randomly selected elementary schools. Complete data for forty-four schools were obtained for final analysis. The final sample consisted of forty-four elementary principals and 1,203 teachers. During Phase I the functional management systems of sample schools were assessed through the administration of the Profile of Organizational Characteristics (Likert, 1967) to full-time teachers. Cumulative scores on the measure provided a system categorization as follows: 'System One - exploitive authoritative,' 'System Two - benevolent authoritative,' 'System Three - consultative,' 'System Four - group participative.' A semantic differential technique was employed to construct a modified Role Construct Repertory Test (Kelly, 1955). This Rep Test was administered during Phase II of the study to assess the Personal Construct dimensions of the subjects' personalities. Through a factor analysis technique the Cognitive Complexity-Simplicity (Bieri, 1955) response measure was obtained for each subject. The Cognitive Complexity-Simplicity measure reflects a person's ability to differentiate among behavioral dimensions of his social environment based on perceptions derived from his 'personal construct psychology.' A cognitively complex individual has available a more differentiated construction system for perceiving the behavior of others than does a less cognitively complex person. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other13025386
dc.identifier.urihttps://hdl.handle.net/10657/11807
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectSchool management and organization
dc.subjectSchool superintendents
dc.subjectSchool principals
dc.subjectPersonality and cognition
dc.titleThe relationship between cognitive complexity-simplicity and the functional management systems of elementary school principals
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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