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Theory and practice are uneasy, uncomfortable bedfellows, particularly when one
is attempting to understand the complexities of human behaviour in organizational
settings, and still more so if the purpose in seeking to achieve such insight is to
influence and improve the practice… It has been customary for practitioners to state
the dichotomy in robust terms: airy-fairy theory versus down-to-earth practice.

Some practitioners then, are dismissive of theories and concepts because they
are thought to be remote from the realities of schools and classrooms. If teachers and
school and college leaders shun theory then they must rely on their experience as a
guide to action. In deciding on the most appropriate response to a particular problem
they draw on a range of options suggested by previous encounters with this type of
issue. It pressed to explain the reasons for the decision, the practitioner is likely to say
that it is simply ‘common sense’. However, this is often based on an implicit theory of
the best way to deal with the situation. ‘Commonsense knowledge…inevitably carries
with it unspoken assumptions and unrecognized limitations. Theorising is taking place
without it being acknowledged as such’ (Hughes, 1986, p. 31) Managers who oper-
ate on the basis of an unrecognized theory tend to have a unidimensional outlook on
organizational life. ‘Understanding organizations is nearly impossible when the manager
is unconsciously wed to a single, narrow perspective…To be locked into a single path
is likely to produce error and self-imprisonment’ (Bolman and Deal, 1984, p. 4)

The aim of this book is to make theory explicit and demonstrate its relevance
to practical situations in schools and colleges. Landers and Myers (1977, p. 365) dispute
the claim that theory has little to offer managers in education: ‘There is nothing more
practical than a good theory…It can…help the practitioner to unify and focus his [sic]
views on and organization, on his role and relationship within the organization, and
on the elusive phenomena of leadership and achievement.’

Theory provides a rationale for decision making. It helps managers by giving
them a basis for action. Without a frame of reference decisions could become purely
arbitray. It is not enough simply to note the facts of a situation and make a decision
based on those facts. All such evidence requires interpretation. Familiarity with the
arguments and insights of theorists enables the school or college manager to deploy a
range of experience and understanding in resolving problems. An appreciation of theory
may also reduce the time required to achieve managerial effectiveness by obviating