The relationship between school administrators' cognitive flexibility levels and problem solving skills

​This study is a study structured in a correlational design to examine the relationship between school administrators' cognitive flexibility levels and problem solving skills, and whether these two variables differ according to gender, age, marital status, branch, seniority in administration and school level. The universe of the research consists of 564 school administrators who works in public schools affiliated to the Ministry of National Education in Siirt province in the academic year of 2020-2021. Data were collected from 50 female and 261 male administrators who volunteered to participate in the study. In the research; The 'Cognitive Flexibility Inventory' developed by Dennis and Vander Wal (2010) and adapted into Turkish by Dağ and Gülüm (2012), and the 'Problem Solving Inventory' developed by Heppner and Peterson (1982) and adapted into Turkish by Savaşır and Şahin (1997) inventory have been used. According to the research findings; while the cognitive flexibility levels of school administrators and their problem solving skills did not differ significantly according to gender, marital status and school level, there was a significant difference according to administratorship seniority, branch and age. The cognitive flexibility and problem solving skill perceptions of the school administrators participating in the study were found to be at a high level. A high level of positive correlation was found between school administrators' cognitive flexibility and problem solving skills. This result indicates that when school administrators' cognitive flexibility levels increase, their problem solving skills will increase, and when their cognitive flexibility levels decrease, their problem solving levels will decrease. Key Words: Cognitive Flexibility, Problem Solving, School Administrators