The Relationship of Cognitive Complexity-Simplicity to Occupational Role Perception

The present research investigates the relationship of cognitive complexity-simplicity to consensus in occupational role perception between subordinate and. supervisor. The research literature indicates that role consensus for specified positions is seldom found, and. that such disparities are well-documented for various educational roles. A sample of elementary school teachers and their immediate supervisors from three southeastern Virginia school systems were administered the Role Dimension Profile Scale in order to measure the importance of various behavioral role statements. Average ratings per role dimension were computed and difference scores were obtained. for each individual teacher and his or her supervisor. Teachers were divided into cognitively complex and cognitively simple groups based upon their score on Bieri's grid-form version of Kelly's Role Construct Repertory Test. These two groups were then compared for differences in consensual agreement with their supervisors. Results indicate that cognitively complex individuals perceive their occupational roles more similarly with significant members of their role set, when such perceptions were based on a hierarchy of importance regarding expected role behaviors.