Effects of Decision-Making Styles of School Administrators on General Procrastination Behaviors

Abstract

Problem Statement: Lack of habits such as effective time management, determination of priorities, and effective and productive use of time is one of several reasons for procrastination behaviors. Personality traits along with incorrect cognitive loads about the self and the environment are other reasons for procrastination behaviors. At this point, reasons behind procrastination behaviors are mainly explained with self-managing skills, personality traits, and cognitive processes. This situation creates a result that reflects decision-making styles of an individual which set the relation between decision-making styles and procrastination behavior. Purpose of Study: This study aims to identify the correlation between decision-making styles of principals (administrators) and their procrastination tendencies and the relationship of decision-making styles with age. Relational survey model is utilized to examine decision styles and procrastination behaviors of school administrators. Methods: Sample of the study comprises principals and vice-principals serving in elementary and high schools of the central Sivas province and its counties. A total of 397 principals and vice-principals were serving in schools of the region in 2011-2012 academic year and questionnaires were sent to all of them. A total of 285 (71.79 %) questionnaires were returned to the researcher and further analyses were performed with this data. Findings: Findings show that means for rational decision-making are M=3.24, intuitive decision-making M=3.24, and dependent decision-making subdimensions of the decision-making styles are high; and avoidant decision-making M=1.84, and spontaneous decision-making M=2.17 are low. According to the results, rational decision making, which is one of the decision-making styles and procrastination tendencies do not significantly differ with respect to the age variable. Correlation between rational, intuitive, dependent, avoidant and spontaneous decision-making styles jointly results in a minor but significant correlation with procrastination behaviors of school administrators (R=0.536, R2= 0.287, p<.01). Five mentioned variables jointly account for 29% of the variance in the procrastination. Conclusion and Recommendations: The results favored more experienced school administrators in terms of decision-making styles and this enabled us to conclude that choosing school principals from experienced ones could result in better performance against procrastination. Positive school climate and a healthy surrounding, along with rational decisions are necessary for an effective management process in schools.