Purpose

This conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).

Design/methodology/approach

The sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.

Findings

The theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.

Research limitations/implications

This paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.

Originality/value

Opening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.

中文翻译：

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内隐领导理论：校长的感性和认知复杂性

目的

本概念文件探索了一种新颖的模型，该模型利用学校校长的感性和认知复杂性（CC）的概念，通过内隐领导理论（ILT）的角度解释了教师对其有效领导者的看法。

设计/方法/方法

感官化的框架和CC理论被用来解释ILT，ILT侧重于个人对领导者原型和反原型属性的看法。

发现

理论模型表明，在领导力原型方面，学校负责人作为具有较高CC意识的校长将被教师视为有效，而教师对CC水平较低的校长的感知将与领导力的反原型相关。

研究局限/意义

本文提出了一个模型，用于多维理解校长的感性与CC之间的关系，以及它们对教师对有效领导者的看法的影响。

创意/价值

该模型为将来研究员工对不同领导特征的看法开辟了道路，该模型在隐性领导理论中强调了学校校长的认知方面。应从经验上进一步研究该理论模型，并应考虑其他类型的CC，例如社会和行为方面，或情感复杂性和自我复杂性。