1.4 Theories of educational management  (Page 3/29)

The relevance of theory to good practice

If practitioners shun theory then they must rely on experience as a guide to action. In deciding on theirresponse to a problem they draw on a range of options suggested by previous experience with that type of issue. However,“it is wishful thinking to assume that experience alone will teach leaderseverything they need to know”(Copland et al, 2002, p. 75).

Teachers sometimes explain their decisions as just“common sense.”However, such apparently pragmatic decisions are often based on implicit theories. When a teacher or a managertakes a decision it reflects in part that person’s view of the organization. Such views or preconceptions are coloured byexperience and by the attitudes engendered by that experience. These attitudes take on the character of frames of reference ortheories, which inevitably influence the decision-making process.

Theory serves to provide a rationale for decision-making. Managerial activity is enhanced by an explicitawareness of the theoretical framework underpinning practice in educational institutions. There are three main arguments to supportthe view that managers have much to learn from an appreciation of theory, providing that it is grounded firmly (Glaser&Strauss, 1967) in the realities of practice:

1.Reliance on facts as the sole guide to action is unsatisfactory because all evidence requiresinterpretation. Theory provides“mental models”(Leithwood et al, 1999, p. 75) to help in understanding the nature and effects ofpractice.

2.Dependence on personal experience in interpreting facts and making decisions is narrow because itdiscards the knowledge of others. Familiarity with the arguments and insights of theorists enables the practitioner to deploy a widerange of experience and understanding in resolving the problems of today. An understanding of theory also helps reduces the likelihoodof mistakes occurring while experience is being acquired.

3.Experience may be particularly unhelpful as the sole guide to action when the practitioner begins to operate ina different context. Organizational variables may mean that practice in one school or college has little relevance in the newenvironment. A broader awareness of theory and practice may be valuable as the manager attempts to interpret behaviour in thefresh situation.

Of course, theory is useful only so long as it has relevance to practice in education. Hoyle (1986)distinguishes between theory-for-understanding and theory-for-practice. While both are potentially valuable, thelatter is more significant for managers in education. The relevance of theory should be judged by the extent to which it informsmanagerial action and contributes to the resolution of practical problems in schools and colleges.

The nature of theory

There is no single all-embracing theory of educational management. In part this reflects the astonishingdiversity of educational institutions, ranging from small rural elementary schools to very large universities and colleges. Itrelates also to the varied nature of the problems encountered in schools and colleges, which require different approaches andsolutions. Above all, it reflects the multifaceted nature of theory in education and the social sciences:“Students of educational management who turn to organisational theory for guidance in theirattempt to understand and manage educational institutions will not find a single, universally applicable theory but a multiplicity oftheoretical approaches each jealously guarded by a particular epistemic community”(Ribbins, 1985, p. 223).