Eğitim Yönetimi Alanındaki Kuram-Uygulama Boşluğunun Nedenleri ve Çözüm Önerileri

Abstract

Theory-practice gap is described as “not to relate or apply the concepts, ideas or theories with professional conditions.” Aim of this study was to explore the reasons and solution suggestions for theory-practice gap in educational administration field according to the opinions of principals, provincial and district administrators of education and educational administration researchers. With sub-problems, the opinions of respondents about the reasons and solutions are tested in terms of some independent variables. The research was designed as descriptive. 380 principals, 50 provincial and district administrators of education, 57 educational administration researchers have participated to this research. Data was collected with Questionnaire About the Reasons of Theory-Practice Gap in the Field of Education Administration, Questionnaire About the Solution Suggestions of Theory-Practice Gap in the Field of Education Administration which were developed by researcher. Different forms for each group were used. Data was analyzed with frequency distribution, percentage, chi-square, descriptive and context analysis. According to practitioners’s opinions not sharing the results of the research, unsuitability of conducted research with practitioner’s needs were the most frequently said reasons for theory-practice gap. Statistically significant differences were found for some items in terms of level of education, socio-economic level of district, age and attending to postgraduate degree about principals’s opinions. Statistically significant difference was found for not to have a supportive climate at their workplace to make applications appropriate with research results item, in terms of attending postgraduate school about provincial and district administrators’ opinions. According to researchers’s opinions not to have communication channels between researchers and educational administrators, making research according to appointment and promotion requirements by researchers, their lack of awareness about real conditions in schools were the most frequently said reasons for theory-practice gap. Statistically significant difference was found for making research to solve problems in educational administration requires time item, in terms of title variable. Respondents think different according to their professions about the reasons of theory-practice gap. According to practitioners’s opinions facilitating the communication between researchers and practitioners, encouraging researchers to make studies related with practice were the most frequently said suggestions to close theory-practice gap. Statistically significant difference was found between principals’ and provincial and district administrators’ opinions for making a requirment to attend master about educational administration for appointment and promoting as principal or provincial and district administrator item, in terms of attending postgraduate degree. According to educational administration researchers’s opinions facilitating the communication between researchers and practitioners, encouraging researchers to make studies related with practice, supporting the studies about theory-practice relations were the most frequently said suggestions to close theory-practice gap. A significant difference was not found in terms of independent variables. Respondents mostly think similar about solution suggestions according to profession variable.