This exploratory study investigated the leadership styles of selected administrators in Tennessee's public schools. Styles of leadership were viewed against a backdrop of current brain research, and the subjects' underlying patterns of cognitive processing were identified by means of a self-report measurement of brain dominance--the Herrmann Brain Dominance Survey--and a researcher-developed questionnaire designed to assess the perceived innovation of each leader. A review of related research supported the belief that certain contrasting leadership qualities are essential to creative leadership: analysis vs. conceptualization; logic vs. intuition; maintenance vs. creativity; task vs. relationship; and stability vs. flexibility. The study viewed cognitive style in relationship to these paired qualities and speculated that leaders who exhibit a holistic dominance style synthesize these qualities most effectively. References are included, along with an appendix containing predominant dominance codes, clusters, and classifications in the Herrmann Brain Dominance Survey. (TE)