This article reports on the findings of an interpretive study that explored the nature of implicit knowledge of five secondary school principals. It was conceptualized as being declarative at one time, acquired through an implicit process, or truly implicit. Vignettes were compiled to show how the five used implicit knowledge in their decision-maling. Information collected illustrated that the administrators' implicit knowledge experiences were idiosyncratic, dynamic and pragmatic. It is concluded that implicit knowledge plays a major role in the actions of administrators and that, as such, it merits a higher profile in current theory and practice in educational administration.
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