The role critical thinking dispositions play in the problem-solving and decision-making of urban elementary school principals

Given the complexities and demands of today's urban elementary schools, now more than ever, it is important to have principals who make thoughtful, informed decisions. However, the current research lacks knowledge about the relationship between critical thinking, problem solving, decision making, and leadership. This descriptive study seeks to connect the existing literature on the cognitive process of problem solving, decision making, and critical thinking, with the role that principals play within a school setting.The theoretical underpinnings of this study focus on the critical thinking dispositions of leaders. This research defines, describes, and analyzes the impact of these dispositions on the critical thinking habits and procedures of four urban elementary school principals.For this study, data was collected through surveys, interviews, and observations of principals. The accumulation of this detailed factual information created a data base from which the researcher was able to make inferences about the role critical thinking dispositions play in principals' problem solving strategies.The study's findings connect the influence of critical thinking dispositions to principals' problem solving and decision making activities. These findings endorse the existence of a relationship between a principal's disposition to think about a task and his or her skill to perform such a task. This report offers theoretical implications for further study on the construct of dispositions and how dispositions influence the role of principals as leaders. From a practical perspective, the results of this study show that creating quality pre-service and in-service programs that focus instruction on a disposition-based model of thinking would support principals' problem solving and decision making behaviors.