This document discusses educational theory and its application to educational administration. It defines theory as a set of concepts, assumptions, and generalizations that systematically describe and explain behavior. The key functions of theory are to provide explanations of phenomena, guide empirical research, enable cumulative research, and guide practical decision-making. Components of theory include concepts, assumptions, and generalizations. The document argues that theory can help educational administrators understand how schools work as organizations and inform their practices around leadership, change management, and balancing formal and informal power structures.

1. By:
ALIVIANO, FLORIEVEE L.
TARAYA, WENDELL

2. Overview
research
theorypractice
EDUCATIONAL
ADMINISTRATION

3. A. What is a theory?
 A supported principle, educated guess, mental plan
rather than actual practice.
-MW Dictionary
 Is NOT a common sense, wild speculation or a
conceptions of the ideals.
 Is a set of interrelated concepts, assumptions and
generalizations that systematically describes and
explains behavior in educational organization.
- Griffiths 1959

4. 3 important things that defines
theory:
 Theory logically consists of concepts, assumptions
and generalization.
 The major function of theory is to describe, explain,
and predict behavior.
 Theory is heuristic for it stimulates and guides the
further development of knowledge.

5. In general
Theory is concerned with the
systematic description and explanation of a
particular phenomenon.

6. B. Functions & components of
theory to educational
administration.

7. Functions of theory
1. To provide general explanation for
phenomena
- it is the ultimate function of a
theory where it explains the structure and
dynamics of organizational life.

8. 2.To guide empirical research
-by providing conceptual
underpinnings for the development of
hypothesis in which are developed to check
the proposed theoretical explanations with
objective reality.

9. 3.To provide for cumulative research
- which provides for the
development of knowledge by building upon
earlier research and by refining, reformulating,
and elaborating the theory.

10. 4.To guide action in the sense of providing
the basis of making decisions about
practical everyday questions
- concepts and theories enable the
practitioner to make sense out of the
complexities of reality and thus provide for
strategic and rational action.

11. Components of theory

12. (is a term that has been given an abstract generalized
meaning..)
 In administration, for instance, such as
leadership, informal organization, and
satisfaction are given generalized meanings
which nevertheless are used to describe behavior
in the real world.
 In other words, CONCEPTS are THOUGHTS!

13. Researchers, theorists and practitioners can
agree on the meaning of such terms.
, being abstract and general are
ensured of their being independent of any
unique temporal or spatial setting.

14. is a statement that is accepted as true
without proof and without necessarily
being self-evident.
This is because an assumption may be
definitional in character; that is, it is a
definition of a given word.

15. is a statement or proposition that indicates
the mutual relationship of two or more
concepts.
A generalization links concepts in a
meaningful fashion.
Generalizations are of four kinds,
(1) assumptions, (2) hypotheses, (3) principles
and (4) Laws.

16. Educational administration is the field of study
and practice concerned with the management
of educational institutions. Positions in this
field include principal, assistant principal, dean,
program director and curriculum coordinator.
For anyone involved in educational
administration, provide an
explanation of how things work, guide research
and inform practice.

17. have drawn for the
application of organization theory by the school
principal.

18. 1. The school Principal should recognize that the
traditional or hierarchical scalar view of the
school is an inaccurate oversimplification.
2. It is clear that other classical organizational
concepts- unity of command, span of control, and the
line-staff relationship have limited utility when
applied to the school.

19. 3. In the exercise of power within the school, the
principal should examine the extent to which he
makes appeals either to or
.
4. From the axiomatic theory of formal
organizations, the perspective principal is able to
realize that the administration of the school involves
complex organizational factors that require a series
of ordered “trade-offs”.

20. 5. From the studies of organizational
change the principal must realize that it is
not enough to be a proponent of change.