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The Cognitive Information-Processing Systems of Leaders and Their Relation to Student Learning Outcomes

Cerni, T., Curtis, G.J. and Colmar, S.H. (2014) The Cognitive Information-Processing Systems of Leaders and Their Relation to Student Learning Outcomes. Journal of School Leadership, 24 . pp. 287-310.

Abstract

Research has shown that school principals who display transformational leadership are likely to influence organizational commitment and job satisfaction (Koh, 1990), and this in turn is thought to influence student learning outcomes. Based on a sample of experienced educational leaders (n = 88), this study examined if transformational leadership and information-processing systems according to cognitive-experiential self-theory predict teachers’ job satisfaction and student learning outcomes. The rational system and constructive elements of the experiential system were found to have a significant positive connection with student learning outcomes.

Publication Type: Journal Article
Murdoch Affiliation: School of Psychology and Exercise Science
Publisher: Rowman & Littlefield
Copyright: Rowman & Littlefield
Publishers Website: https://rowman.com
URI: http://researchrepository.murdoch.edu.au/id/eprint/27325
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