Abstract
Three major areas of competence in educational administration are explored within a framework of social action. They include the ability to explain and predict changes in the objective setting, to understand human meaning and intentionality, and to act on the basis of those explanations and understandings. Specific examples of administrative problems are explored within this conceptualization to develop several hypotheses for use in the preparation of educational administrators. R. Oliver Gibson is a Professor in the Department of Educational Administration at the State University of New York at Buffalo and Richard A. King is an Assistant Professor of Educational Administra tion at the University of New Mexico.
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