This book examines the relationship between information-processing and leadership styles in school principals via an integration of two theories: Epstein's cognitive-experiential self theory (CEST) and Bass and Avolio's full-range leadership theory (FRLT). The series of five studies provide empirical support for a CEST-transformational leadership model. Implications for educational leadership at the theoretical and practical level are discussed. Establishing a positive connection between information-processing, transformational leadership, and the choice of conflict-handling styles appears to...