[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603257-105":59,"doc-detail-603257-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","wics-a-model-of-educational-leadership","WICS: A Model of Educational Leadership","","WICS presents a leadership framework arguing that highly effective educational leaders integrate three attributes—Wisdom, Intelligence, and Creativity—working in harmony. The text explains that leadership skills are developable expertise rather than fixed traits, then focuses in detail on intelligence. It distinguishes academic intelligence (memory and analytical abilities measured via tests) from practical intelligence (using experience to adapt, shape, or select environments) and links practical intelligence to transactional leadership effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wics-a-model-of-educational-leadership/603257/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wics-a-model-of-educational-leadership/603257.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the WICS model of educational leadership?","Question",{"text":112,"@type":113},"The WICS model proposes that successful educational leaders synthesize Wisdom, Intelligence, and Creativity as three key attributes working in harmony.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document define intelligence for leaders?",{"text":117,"@type":113},"It defines leadership intelligence in terms of successful intelligence, focusing on abilities needed to retrieve relevant information and to analyze and evaluate courses of action.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the difference between academic and practical intelligence?",{"text":121,"@type":113},"Academic intelligence combines memory and analytical abilities used for recalling and judging information, often assessed by standardized tests. Practical intelligence emphasizes solving everyday problems by adapting to the environment, shaping it, or selecting a new environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603257,1792966460,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","WICS: A Model of Educational Leadership  \nby Robert J. Sternberg  \nWhat are the ingredients of successful educational leadership? One possible answer is the WICS model. According to this paradigm, to be a highly effective leader, an individual must possess three key attributes: Wisdom, Intelligence, and Creativity—working in harmony or Synthesized. (Sternberg 2003; Sternberg and Vroom 2002). The skills necessary for successful leadership are not innate, but may be developed. Wisdom, intelligence, and creativity, with intelligence atthe base, to some extent, are forms of developing expertise (Sternberg 1998; 1999a).  \nINTELLIGENCE  \nIntelligence, as conceived of here, is not just intelligence in its conventional narrow sense—some kind of scientific factor (Jensen 1998; Spearman 1927) or as IQ (Wechsler 1939). If the conventional intelligence of a leader is significantly higher than that of the people he or she leads, the leader may not connect with those people and, therefore, become ineffective (Williams and Sternberg 1988). Accordingly, intelligence should be evaluated in terms of the theory of successful intelligence (Sternberg 1999c; 2002c). Successful intelligence is the ability to succeed in life, given one’s own conception of success, within one’s sociocultural environment. Two aspects of this theory are particularly relevant: academic intelligence and practical intelligence (Neisser 1979). A third aspect of  \nthe theory of successful intelligence—creative intelligence—is discussed in the section on creativity. These abilities are important for leaders because they need to be able to retrieve information relevant to their decisions (memory abilities) and analyze and evaluate different courses of action, whether proposed by themselves or others (analytical abilities).  \nAcademic Intelligence  \nAcademic intelligence refers to the coalescence of memory and analytical abilities to constitute the conventional notion of intelligence—the abilities needed to recall and recognize, and analyze, evaluate, and judge information. These abilities are typically measured by quintessential standardized tests. Research on the relationship between these abilities and leadership, which goes back as far as Stogdill (1948), produces ambiguous results. Though a modest correlation seems to exist between these abilities and leadership effectiveness (Stogdill 1948), the correlation is affected by the leader’s stress and other factors (Fiedler 2002; Fiedler and Link 1994). Intelligence seems to have a positive correlation with leadership effectiveness during low stress conditions, but a negative correlation when stress is high.  \nPractical Intelligence  \nPast literature has focused on academic intelligence (IQ) in relation to leadership.  \nThe Educational Forum • Volume 68 • Winter 2004 108  \nISSUES FORUM  \nSome recent theorists have emphasized other aspects of intelligence, such as emotional intelligence (Caruso, Mayer, and Salovey 2002; Goleman 1998) or multiple intelligences (Gardner 1995) . Here, the emphasis is on practical intelligence, which has a somewhat different focus than emotional intelligence. Practical intelligence is part of successful intelligence and a core component of leadership.  \nPractical intelligence is the ability to solve everyday problems by utilizing knowledge gained from experience to purposefully change oneself to suit the environment (adaptation), change the environment to suit oneself (shaping), or find anew environment in which to work (selection). A leader uses these skills to manage oneself, manage others, and manage tasks.  \nEffectiveness in “transactional leadership”(Avolio, Bass, and Jung 1999; Bass 1998; Bass 2002) is derived, in large part, from the adaptive function of practical intelligence. Transactional leaders are generally adapters, working with their followers toward the mutual fulfillment of essential contractual obligations. These leaders typically specify role and task requirements and provide rewa","cbCaipDNsVAbPhij","https://ap.wps.com/l/cbCaipDNsVAbPhij","pdf",40232,"English","# WICS: A Model of Educational Leadership\n## Intelligence in Successful Leadership\n## Academic Intelligence\n## Practical Intelligence\n## Tacit Knowledge","[{\"question\":\"What is the WICS model of educational leadership?\",\"answer\":\"The WICS model proposes that successful educational leaders synthesize Wisdom, Intelligence, and Creativity as three key attributes working in harmony.\"},{\"question\":\"How does the document define intelligence for leaders?\",\"answer\":\"It defines leadership intelligence in terms of successful intelligence, focusing on abilities needed to retrieve relevant information and to analyze and evaluate courses of action.\"},{\"question\":\"What is the difference between academic and practical intelligence?\",\"answer\":\"Academic intelligence combines memory and analytical abilities used for recalling and judging information, often assessed by standardized tests. Practical intelligence emphasizes solving everyday problems by adapting to the environment, shaping it, or selecting a new environment.\"}]","WICS: A Model of Educational Leadership | PDF",1792095982,18]