التفكير البنّاء وعلاقته بالقيادة التحويلية
People get surprised when they see someone deftly smart and unable to manage his life, adhere to work and fail to establish good relations with others. The following question may come to mind: How is it possible that an individual is able to manage difficult things like solving engineering problems and is unable to solve practical problems in his life? Most of the human thinking, in fact, happens automatically depending on the unconscious tacit knowledge. (Epstein, 1991), for this reason, discussed the issue that the human has two cognitive information processing systems: the rational system, and the experiential system which learns from the experience of life and emotions constitute part of it and that both the constructive thinking and the destrcutive one are components of the experiantial system.The Constructive components are represented by the emotional Coping, and behavioral Coping, while the destructive components are represented by categorical thinking, personal superstitious thinking, negative thinking and naive optimism. The lack of the transformational leadership, on the other hand, is one of the main obstacles to development on the personal and professional level in the communities, whether in the field of politics and administration, or in the field of education and social relations in general, because the effective leadership is linked to the establishment of institutions beyond the participating individuals, and also linked to a fundamental condition which is recognizing the other, whether colleagues or subordinates. That's why scholars and researchers such as (Bass, 1985) have been interested in transformational leadership style because it is conscious leadership able to change and adapt to the working conditions, and affect the behavior of subordinates and develop their creative abilities. Bass pointed out that there are four dimensions of the transformational leadership: (Idealized Influence, Intellectual Stimulation, Inspirational Motivation, and Individualized Consideration). The current research was aimed at: 1) Constructive thinking (with its six components) of heads of departments of universities and the body of technical education. 2) Transformational leadership of heads of departments of universities and the body of technical education. 3) Differences in Constructive thinking (with its six components) of the heads of departments of universities and the body of technical education according to two variables: Sex (male - females); Years of service. 4) Differences in transformational leadership of heads of departments of universities and the body of technical education according to two variables: Sex (male - females); Years of service. 5) Correlation between the Constructive thinking (with its six components) and transformational leadership of heads of departments of universities and the body of technical education. 6) Extent of the contribution of Constructive thinking (with its six components) in transformational leadership of the heads of departments of universities and the body of technical education. The sample of the current search consisted of 300 heads of departments (males and females) selected from the universities in the province of Baghdad and the technical education body. The researcher, in order to achieve the goals of the current research, adopted Epstein theory (Epstein, 1991) in Constructive thinking and Bass theory (Bass, 1985) in the transformational leadership. The researcher adopted Epstein’s scale in Constructive thinking and made transformational leadership scale after being acquainted with the approved theory and the previous studies. The researcher analyzed the paragraphs using the two scales of the search. The validity of the construction was achieved using the affirmative factor analysis for the list of the Constructive thinking which showed six components for the Constructive thinking, and the exploratory factor analysis of the transformational leadership scale was used, which revealed that the transformational leadership variable is single-factored. The following results have been found: 1) the heads of departments possess the emotional Coping and behavioral Coping and this indicates that they possess the Constructive thinking according to Epstein (Epstein, 1991), and the results of the current research indicated that the sample have a naive optimism. 2) The heads of departments possess transformational leadership. 3) There are differences in the Constructive thinking as follows: There is a statistically significant difference in the emotional Coping in favor of males. There is a statistically significant difference in the categorical thinking, the personal superstitious thinking and the negative thinking according to the (years of service) variable and in favor of the category of (5-15). 4) There is no difference in the transformational leadership according to the variables of sex and years of service. 5) The statistical treatment indicated the presence of a positive correlation between (the emotional Coping, the behavioral Coping, and the naive optimism) and the transformational leadership, suggesting that there is a positive correlation between the Constructive thinking and transformational leadership. 6) The results of multiple regression analysis indicated that both the behavioral Coping and the naive optimism contribute positively to transformational leadership, whereas the categorical thinking contributes adversely in transformational leadership. (Author’s abstract)