Doctoral Dissertations

Date of Award

8-1984

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Charles M. Achilles

Committee Members

Gary B. Roberts, John T. Lovell, Lawrence J. Coleman

Abstract

This study initiated an exploratory, ex post facto investigation into the cognitive styles of selected educational administrators. The study explored the hemisphere dominance patterns of educational administrators: superintendent (n=39), principal (n=37), and supervisor (n=39).

Five general hypotheses guided the study: (1) leadership in education is characterized by a style predominantly left-brained in orientation, (2) as level of educational position increases, so does the likelihood that leaders will be more narrowly left-brained in focus, (3) female administrators are more whole-brained oriented in cognitive style than males, (4) supervisors, whose duties are more staff than line, exhibit a better balance in hemisphere dominance than other administrative groups, and (5) conceptual skill is less evident among educational administrators at higher administrative levels.

A panel of experts nominated effective leaders who were also ranked according to Katz's leadership skills (technical, human, and conceptual) which they displayed most predominantly. A small random sample of superintendents (N=12) was selected for comparison purposes. All subjects completed: (1) a self-report measurement of brain hemisphere dominance, The Herrmann Brain Dominance Instrument and (2) a researcher-designed questionnaire measured perceived innovation displayed by each leader. Composite profiles of leadership at the respective administrative levels were then drawn.

Positive relationships were found between two of the Katz management skills and specific areas of brain dominance (i.e., conceptual-right brain p < .003; technical-left brain p < .07). Superintendents were strongly oriented toward a left-hemisphere style and more highly rated in technical than in conceptual skill. Principals exhibited a balance in left-right-brain dominance and a high level of perceived innovation. As a group, principals were ranked highest in conceptual skill. Supervisors, the most whole-brained of the three groups studied, ranked highest in human skills. Women were more characteristically whole-brained than men. Results supported four of the five hypotheses, and results were mixed for one (leadership in education is characterized by a style predominantly left-brained in orientation).

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