Download or read book The Relationship Between Cognitive Styles and Instructional Leadership written by Emmett Sawyer and published by . This book was released on 1997 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study. The purpose of this study was to investigate if relationships exist among principals' cognitive styles, teachers' cognitive styles and teachers' perceptions of instructional leadership behaviors. Procedures. Two instruments were used to gather data from teachers and principals. The Dunn, Dunn and Price (1990) Productivity Environmental Preference Survey (PEPS) was administered to identify the cognitive styles of teachers and principals. Hallinger's (1984) Principal Instructional Management Rating Scale (PIMRS) was administered to teachers to identify instructional leadership behaviors. Statistical tools of analysis to test the null hypotheses included: two-way factor analysis with repeated measures, post-hoc methods of comparison, Pearson r and t-test. Findings. The analysis of the data gathered for this supports the following summative statements. The predominate cognitive style tendency of principals and teachers in this study was indeterminate closely followed by global. Teachers and principals in this study tended to be more alike in cognitive style. A significant negative correlation exists between teachers' and principals' cognitive styles and the teachers' mean rating of the instructional leadership functions, Provide Incentive for Teachers and Provide Incentive for Learning. The instructional leadership functions were moderately to highly correlated. Conclusions. If the sample of 21 principals is representative of the population, then there is no relationship between the cognitive style of principals and their leadership functions. Likewise, if the sample of 78 teachers is representative of the population, there is no relationship between the cognitive style of teachers and their ratings of their principals' leadership functions. Therefore, while this conclusion must be tempered with reservations about representativeness, there is no relationship between cognitive style and instructional leadership functions as measured by the instrumentation of this study.