This article takes a critical look at administrative decision making in schools and the extent to which complex decisions conform to normative models and common expectations of rationality. An alternative framework for administrative decision making is presented that is informed, but not driven, by theories of rationality. The framework assumes that as problem complexity increases, human capacity for rational analysis decreases, and the mind searches, instead, for heuristic and intuitive ways to reduce cognitive demands. The article provides a number of practical suggestions for improving administrative decision making that are drawn from my research with 92 public school principals.
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