Abstract
Though the relationships between principals' perceptions of their own leader behavior and those of their teachers and superintendents did not relate significantly to their measured open or closed mindedness in Professor Croft's study, a reexamination of the data within the framework of conceptual systems theory offers some provocative implications for research and practice. Mr. Croft is assistant professor of education and research associate in the Center for the Advanced Study of Educational Administration, both at the University of Oregon.
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