View in EDS

Too Complex to Follow! Principals' Strategic Cognitive Complexity, Teachers' Organizational Identification and School Outcomes

Saved in:
Bibliographic Details
Title: Too Complex to Follow! Principals' Strategic Cognitive Complexity, Teachers' Organizational Identification and School Outcomes
Language: English
Authors: Mihai Tucaliuc, Petru Lucian Curșeu (ORCID 0000-0003-0067-6310), Arcadius Florin Muntean, Iulia Maria Buzea (ORCID 0009-0002-4346-6698)
Source: Educational Management Administration & Leadership. 2026 54(3):1032-1050.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Principals, Administrator Attitudes, Cognitive Processes, Difficulty Level, Teacher Administrator Relationship, Teacher Attitudes, Identification (Psychology), Foreign Countries, Work Attitudes
Geographic Terms: Romania
DOI: 10.1177/17411432241300277
ISSN: 1741-1432
1741-1440
Abstract: This paper presents a multisource and multimethod investigation of the relationship between principals' strategic cognitive complexity (SCC) and school outcomes assessed by parents, as mediated by teachers' identification with the school. We have assessed the SCC of 165 school principals, derived from interviews in which they described their strategy and long-term educational vision for the school. A sample of teachers from these Romanian schools (2687 teachers in total, 360 male) reported their identification with the school and a sample of parents (10080 in total, 1658 male) assessed the school academic climate and reported their engagement with the school. We used a non-linear mediation procedure and show that SCC has an inverted U-shaped association with teachers identification with the school that in turn has a positive association with parents' engagement with the school and their rating of the academic climate. Our results challenge the universality of SCC benefits in schools and point out the importance of exploring diminishing benefits associated with SCC by using multisource data and the "too much of a good thing" theoretical framework as a guide for future research directions in strategic management in schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505164
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1505164
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Too Complex to Follow! Principals' Strategic Cognitive Complexity, Teachers' Organizational Identification and School Outcomes
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mihai+Tucaliuc%22">Mihai Tucaliuc</searchLink><br /><searchLink fieldCode="AR" term="%22Petru+Lucian+Curșeu%22">Petru Lucian Curșeu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0067-6310">0000-0003-0067-6310</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arcadius+Florin+Muntean%22">Arcadius Florin Muntean</searchLink><br /><searchLink fieldCode="AR" term="%22Iulia+Maria+Buzea%22">Iulia Maria Buzea</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4346-6698">0009-0002-4346-6698</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2026 54(3):1032-1050.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Romania%22">Romania</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/17411432241300277
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper presents a multisource and multimethod investigation of the relationship between principals' strategic cognitive complexity (SCC) and school outcomes assessed by parents, as mediated by teachers' identification with the school. We have assessed the SCC of 165 school principals, derived from interviews in which they described their strategy and long-term educational vision for the school. A sample of teachers from these Romanian schools (2687 teachers in total, 360 male) reported their identification with the school and a sample of parents (10080 in total, 1658 male) assessed the school academic climate and reported their engagement with the school. We used a non-linear mediation procedure and show that SCC has an inverted U-shaped association with teachers identification with the school that in turn has a positive association with parents' engagement with the school and their rating of the academic climate. Our results challenge the universality of SCC benefits in schools and point out the importance of exploring diminishing benefits associated with SCC by using multisource data and the "too much of a good thing" theoretical framework as a guide for future research directions in strategic management in schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505164
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505164
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/17411432241300277
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1032
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Identification (Psychology)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Work Attitudes
        Type: general
      – SubjectFull: Romania
        Type: general
    Titles:
      – TitleFull: Too Complex to Follow! Principals' Strategic Cognitive Complexity, Teachers' Organizational Identification and School Outcomes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mihai Tucaliuc
      – PersonEntity:
          Name:
            NameFull: Petru Lucian Curșeu
      – PersonEntity:
          Name:
            NameFull: Arcadius Florin Muntean
      – PersonEntity:
          Name:
            NameFull: Iulia Maria Buzea
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1741-1432
            – Type: issn-electronic
              Value: 1741-1440
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Management Administration & Leadership
              Type: main
ResultId 1