The cognitive preferences of school principals

Explores the nature of the cognitive preferences of school administrators, thus opening up a new line of enquiry which may provide a base for future studies on administrative behaviour. The study offers an insight into the school administrators′ mode of information perception according to four basic modes: relating and recalling information without considering its implications; relating to information according to its practical applications; posing critical questions about the information′s validity; and relating to information according to the fundamental principles. School administrators were found to be different in their cognitive preferences as a function of individual differences, and different roles of school administration.