Bulletin of Graduate School of Education, Okayama University
Published by Graduate School of Education, Okayama University

A Review of Research on Cognitive and Interactive Perspectives in Educational Administration

Fuchigami, Katsuyoshi Kaken ID publons
Published Date
2003-07-10
Abstract
The area of cognitive and interactive perspectives in educational administration is receiving increasing attention. This review focuses on research of cognitive and interactive perspectives in educational administration published since 1990. The domain approach has two fold. The one is teachers' social behavior in the schools in terms of self-efficacy, empowerment, collective-efficacy, and relationship with principals. The another is the characteristics of teachers' interaction in terms of social communication skills, social support, stress, interpersonal conflict, principals' leadership, and relationship with school counselors. Theories of social and cognitive psychology have been applied to explain the behavior of teachers in school. The review discusses changes directed at improving the quality of teachers' social behavior and interaction.
Keywords
teachers' social behavior
interaction
educationsl administration
social psychology
ISSN
0471-4008
NCID
AN00032875
NAID
JaLCDOI