THEORY IN EDUCATIONAL ADMINISTRATION

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Abstract
The purpose of this paper is to examine the state of the art of theory and theorizing in educational administration. The author investigates in what ways and why theory and practice have been disconnected and how they could be better conjoined. Although progress in the development of theory has been slow, it has been tangible. More recent work has displayed a greater degree of scientism in approach; more people have been involved; the extent of conceptual orientation has broadened; and the number of empirical studies has also increased. Whilst acknowledging the full‐fledged field study as the preferred mode, the author suggests a number of other strategies that may profitably be utilized to provide field data with theoretical utility. An experience audit, log or diary, instruments to function as operational definitions for certain kinds of behavior or attitudes, and devices to measure concepts central to explanation in a given area are examples.

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