Akademik Veri Yönetim Sistemi
SAGE OPEN, cilt.16, sa.2, 2026 (SSCI, Scopus)
This study investigates how Deleuze and Guattari's philosophical concepts, particularly deterritorialization, rhizome, body without organs, and desiring machines, inform the behavioral complexity and intuitive decision-making of school administrators. Rooted in postmodern educational theory, the research explores how administrators navigate increasingly complex and unpredictable school environments by adopting non-linear, flexible, and intuitive approaches to leadership. Behavioral complexity is defined here as the ability to manage multiple and sometimes contradictory roles, while intuitive decision-making reflects administrators' reliance on internal judgments in response to dynamic challenges. Using a qualitative case study approach, data were collected through semi-structured interviews with 46 school administrators enrolled in a graduate program. Content analysis revealed that exposure to Deleuze and Guattari's philosophy led to increased cognitive flexibility, stronger collaboration and creation competencies, and more conscious, reflective practices in decision-making. Administrators reported enhanced abilities to break away from rigid structures, think holistically, and draw on personal intuition and experience when managing organizational challenges. The study concludes that Deleuze and Guattari's philosophical framework can support the development of leadership skills essential for navigating postmodern educational contexts. It is recommended that training programs for current and future school administrators incorporate philosophical and reflective components such as postmodern theories to enhance complexity navigation, decision-making autonomy, and adaptive leadership. Such integration may foster educational environments grounded in creativity, trust, and innovation.