Date of Award

12-1-1991

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Sidney Rabsatt

Abstract

The purpose of this study, a correlational design using the Pearson Product- Moment Linear Correlation Coefficient, was to determine the existence of significant relationships between the following pairs of variables: (a) administrator cognitive style as related to administrator preference for teaching style, (b) administrator cognitive style and teacher perceptions of administrator cognitive style, (c) administrator preference for teaching style and teacher perception of administrator preferred teaching style. The study also investigated eight key descriptive variables to determine significant correlations to the administrator cognitive style and to administrator teaching style preference: (1) principal gender, (2) principal race, (3) teacher gender, (4) teacher race, (5) school level, (6) socioeconomic status of student population, (7) racial composition of the student population, and (8) achievement level of students.

The study incorporated the generally accepted characteristics attributed to hemisphericity theory (right and left modal) and to the brain quadrants/cognitive styles (upper right, lower right, upper left, lower left) in the development of the twoformed Cognitive Type-Teaching Style Preference Delineator (CS-TSP).

Based on the responses from thirty (30) principals' self-assessments and 258 teachers' perceptions of administrators, the study obtained the following results: (a) Five of nineteen null hypotheses were rejected. (b) There was no significant relationship between administrator cognitive style and administrator preference for teaching style. (c) There was a significant relationship in administrator teaching style preference and teacher perception of administrator preferred teaching style. (d) Administrator cognitive style and teaching style preferences were consistently lower right modal tendencies. (e) Teacher perception concurred with administrator perception of dominant right modal cognitive styles and teaching styles. (f) Administrator teaching style preference had a significant relationship to teacher perception of the administrator teaching style preference. (g) Administrator Cognitive Dominance was significantly related (inversed) to principal ethnicity. (h) Administrator cognitive style was significantly related (inversed) to teacher race. (i) Administrator teaching style preference was significantly related to the school level (elementary or secondary). (j) Administrator teaching style preference was significantly related (inversed) to the socioeconomic level of the student population.

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