WHAT PECULIARITIES IN EDUCATIONAL ADMINISTRATION MAKE IT DIFFICULT TO PROFESS: AN ESSAY

Abstract

The purpose of this paper is to outline the peculiarities of educational administration. The author's approach is admittedly intuitive and impressionistic. It is argued that several features of the knowledge base of administration and of its graduate teaching‐learning system place extraordinary demands on departments providing training in this field. Similarly, the teaching‐learning system brings both professor and practitioner into a strange relationship. The professor must deal with students who are practicing administrators, many of whom are “good” or “successful” in their profession, display an enormous range of competencies, and are disdainful of the academic pursuit of educational administration. The author suggests that only through the type of interaction between professor and student and the analysis of important problems accessible to reasoned intervention, may a satisfactory solution be found.

Citation

MANN, D. (1975), "WHAT PECULIARITIES IN EDUCATIONAL ADMINISTRATION MAKE IT DIFFICULT TO PROFESS: AN ESSAY", Journal of Educational Administration, Vol. 13 No. 1, pp. 139-147. https://doi.org/10.1108/eb009727