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1-18

Obviously, hypotheses give direction to research, and logically research leads to
practice. However, as noted previously, the relationship is not always so linear. For example,
if numerous hypotheses derived from a theory are not confirmed, the hypotheses or theory
may be altered; on other occasions, one may move directly from hypothesis to practice,
and the experience so gained may be used as a basis for developing a new hypothesis or
altered theory.

Implication for an Overview of Administrative Theory
At this juncture the reader might appropriately ask, What is the point? From our perspective,
there are three parts to the answer. First, recognize that historically there has not been a uni-
form definition attached to the term theory. Second, theory is a creative endeavor; there are
no agreed-upon rules for theory development. Third, as a result of the lack of precision in the use
of terms and personal nature of theory, the conceptual material that follows in the remainder of
this chapter and the chapters following is wide-ranging. Some of the theories are value-laden,
others are not; some are global, others are specific; some have been very productive in terms of
hypotheses generated, others have not; some are mere taxonomies, others represent full-blown
hypothetic-deductive schemes

บทความที่ 1.2: The Nature of Theory in Educational Management.
แหล่งที่มา: Tony Bush. (edited), Managing Education : Theory and Practice. Milton Keynes,

: Open: University Press 1989.

The nature of theory in educational Management

Tony Bush
The education service is undergoing a period of radical change. The 1988

Education Reform Act is the most important piece of educational legislation since the
Second World War. The Act provides for a National Curriculum and for regular assess-
ment of pupils at 7, 11, 14 and 16 years of age. Schools with more than 200 pupils will
have substantially increased responsibilities for finance and staff under the new scheme
for the Local Management of Schools. The provision for open enrolment gives schools
the opportunity to recruit additional pupils up to their physical capacity. The Act also
enables schools to opt out of local education authority control and become Grantmain-
tained Schools (GMS), financed by the Department of Education and Science (DES).