The Relevance of Theory to Practice for Educational Administrator: Employ theory as a frame of reference to improve practice Elni Jeini Usoh (a*), Audy A. Kenap(b), Viktory N.J. Rotty (a), Frandy E.F. Karundeng(c), Mayske R. Liando(d)
a)Faculty of Language and Arts,
Postgraduate Study, Education Management Study Program
*elni.usoh[at]unima.ac.id
b)Faculty of Engineering
c)Faculty of Economics
d)Faculty of Education
Universitas Negeri Manado
Abstract
Theory in educational administration have the general explanations about particular events and guide research, but there is much scepticism about theory which are based on the assumption that educational administration is incompetent to develop into science. There is no single comprehensive theory of educational administration due to it encompasses a series of perspectives instead of a complete scientific certainty. Each theory has something to offer and tend to provide partial explanation about educational administration practices. This paper examines the relevance of theory to practice in educational administration and how the leaders employ the theories to refine and improve their practices with an emphasis is given to the leadership practices. This paper provides concepts of theory and its relevance to practices, followed by analysis on administrative theories and their implementation in educational practices. It can be concluded that theory is essential as the guidance for the leaders to effectively conduct their administrative tasks and to improve and refine organisational performances. The leaders or educational administrator should able to use theories optimally as the basis for their decisions rather than relies on experiences or personal interpretation.
Keywords: Educational administration, theory and practice, improve practice
