Teaching and Research in Educational Administration

Abstract

The administrative revolution has barely touched the schools of Australia. One reason for this is the preoccupation with teaching of those who should be administering. Although schools present remarkable opportunities for staff involvement, “the power of the group” is rarely released. The post‐graduate courses in educational administration offered by the University of New England seek to challenge the administrator to look beyond the confines of his own experience, to recognize the powers inherent in group activity and to accept the existence of a discipline of administration. These goals are sought through the teaching of foundation and professional courses in which theoretical and comparative aspects of the discipline are emphasised. There is a marked paucity of research in educational administration. Administration is still largely a pragmatic process and it is likely to remain so until those teaching and researching in the area can clearly identify and organize in logical manner the content of the discipline and arrive at a common language to describe administrative behaviour.

Citation

WALKER, W.G. (1964), "Teaching and Research in Educational Administration", Journal of Educational Administration, Vol. 2 No. 1, pp. 9-22. https://doi.org/10.1108/eb009576