Field Of Educational Administration Research Articles

Peran Kepala Sekolah Sebagai Penguatan Kapasitas Guru dalam Meningkatkan Mutu Pendidikan

The principal as an educational leader in an educational institution must seek initiatives for quality as a form of effort to build an educational system in his school. As the highest leader in the school, the principal has three main functions, namely as an administrator, supervisor, and educational leader. The principal functions as an educational administrator means that to improve the quality of his school, a principal can improve and develop his school facilities such as buildings, equipment or equipment and others that are covered in the field of educational administration. The presentation of this paper is based on the analysis of library data with a descriptive analysis model. From the results of the discussion, it can be concluded that it reveals the importance of a principal in improving teacher performance in schools. To realize a conducive work climate and a comfortable working atmosphere, cooperation from various parties is needed. In general, a principal as a leader is a principal who has special characters or characteristics that include personality, basic skills, experience and professional knowledge, professional training and skills, administrative knowledge and supervision.Keywords: Principal, Teacher, Education Quality

Outlook of Congresses in The Field of Educational Administration

Bu araştırmanın amacı, Uluslararası Eğitim Yönetimi Kongresi ve Eğitim Yönetimi Forumu kapsamında sunulan bildirileri ve bu bildirilerin çeşitli açılardan değerlendirilip yorumlanmasını amaçlamaktadır. Bu amaç doğrultusunda, araştırma nitel araştırma yöntem ve tekniklerinin kullanılarak yapılandırıldığı bir durum çalışmasıdır. Araştırma verileri doküman incelemesi yoluyla toplanmış, içerik analizi türlerinden betimsel içerik analizi yöntemi ve kategorik çözümleme teknikleri ile yürütülmüştür. Araştırmanın verileri Eğitim Yönetimi Alanına İlişkin Düzenlenen Kongrelerdeki Bildirileri İnceleme Formu aracılığıyla toplanmıştır. Kongrelerde sunulan bildirilere yönelik bulgular incelendiğinde; bildiri sayısının yıllar içinde artış gösterdiği ve bildirilerin çoğunluğunun iki yazarlı bildirilerden oluştuğu, çalışmalar farklı eğitim kademeleri üzerinde gerçekleşmesine rağmen okul öncesi eğitim kademesi üzerinde gerçekleştirilen araştırmaların sayıca az olduğu, bildirilerde belirtilen örnekleme belirleme yöntemlerinden çoğunlukla amaçlı örnekleme yöntemlerinin seçildiği, bildiri verilerinin çoğunlukla öğretmenler üzerinden toplandığı, örneklem bölgesi olarak Batı Anadolu ve Güneydoğu Anadolu bölgelerinde çalışmaların yoğunlaştığı; nitel araştırma türündeki bildirilerin daha yoğun olduğu ve bunu nicel araştırma türündeki bildirilerin izlediği, veri toplama aracı olarak çoğunlukla anket ve görüşme tekniğinin kullanıldığı, betimsel ya da içerik analizinin yanı sıra betimsel istatistiklerin de analiz yöntemi olarak daha çok kullanıldığı görülmektedir.

Evaluating the Intellectual Structure of the Knowledge Base on Transformational School Leadership: A Bibliometric and Science Mapping Analysis

Transformational leadership has been persistently studied in the educational administration field considering that it can be a viable tool to respond to the increasing demands on school systems for greater effectiveness. As a result, a rich knowledge base has been accumulated. Our study aims to investigate this knowledge base by combining bibliometric and science mapping analysis so as to exhibit its intellectual and conceptual architecture, and to reveal the strategic themes that emerged during the scientific evolution of transformational school leadership (TSL). 300 articles retrieved from the Scopus database were included in the analysis. The thematic evolution analysis was performed using the SciMAT software over three time periods: the Incubation Period (1989–2009), the Development Period (2010–2020), and the Maturation Period (2021–2022). The findings show that research during the Incubation Period mostly attempted to conceptualize TSL while it mostly focused on principals, instructional leadership, and self-efficacy during the Development Period. The mentoring theme emerged during the first period but disappeared later without being fully-developed. Teacher leadership emerged as a weakly-addressed theme during all periods. Work-family conflict and digital competencies were the two prominent themes during the Maturation Period while online learning and learning culture were found to be the emerging themes. The findings suggest significant implications for the sustainable development of the TSL research field.

교육행정학 분야의 사례연구 동향 분석: 연구 방법 및 키워드 네트워크 분석을 중심으로

e purpose of this study is to investigatethe trends in case study within the field of educational administration using keyword network analysis. A total of 198 case study articles in the field of educational administration that were published in Korean Journal of Educational Administration, The Journal of Korean Teacher Education, The Journal of Politics of Education, The Journal of Economics and Finance of Education, and Korean Journal of Educational Research between 2003 and 2022 were examined. To analyze, the main research method used in the case study and the research design were analyzed based on the analysis framework, and the main keywords were analyzed using the keyword network analysis method. The main research findings are as follows. First, in terms of research methods, qualitative methods were the most commonly utilized research approach, accounting for 87% of the studies examined. Second, single case studies constituted the largest proportion, representing 73% of the analyzed articles. Third, according to the keyword network analysis, the identified keywords varied across different time period, mainly reflecting the prevailing issue of each period. Also, even with the same keyword, the words connected to each other changed little by little depending on the period. In the period from 2003 to 2012, no particular keywords had high centrality and research themes were diversely distributed. In the period from 2013 to 2033, the centrality for leadership appeared high suggesting an active focus on related case studies.

“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting

PurposeThis study investigated how superintendents lead the process of within-district racial and socioeconomic integration.Design/methodology/approachThe researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.FindingsThe emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.Practical implicationsThe current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.Originality/valueThe Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

Pre-service teachers' multidimensional leadership orientations: A PLS-SEM modelling

This research focuses on better understanding the nature of pre-service teachers' four-frame leadership orientations. As it is known, the phenomenon of leadership still continues to be a research topic in the field of educational administration. But, these studies carried out on teachers and school administrators. As future teachers and school administrators, research on the leadership orientations of teacher candidates is less. Therefore, this study wants to investigate the multidimensional leadership orientations of teacher candidates and propose a model. The research is a quantitative relational survey study. Convenient sampling technique was used in the research. Participants n=278 [173 female; 105 male] are teacher candidates. At the end of the research; It revealed that the multi-directional leadership orientations of the teacher candidates were generally at a high level, but there was no significant difference in gender and grade level variables. On the other hand, it can said that the human resource leadership orientations of teacher candidates have a significant and small difference in favor of female teacher candidates (Glass'd=-.15; p<.05). Also, PLS-SEM structural model analysis revealed that pre-service teachers' human resource leadership and political leadership orientations predicted structural leadership tendencies with a significant partial mediation effect in the charismatic leadership dimension. Based on the findings of this study, teacher education and the development of four-frame leadership programs can be considered. As a result, teacher candidates' multifaceted leadership potential can be supported and developed.

Organizational Justice and Teachers’ Turnover Intention in Primary and Secondary Schools: The Importance of Sustainable Salary Management

Primary and middle school teachers are a critical part of China’s foundational education; teacher turnover heavily affects the stable development of foundational education. Aiming at the phenomenon of teacher turnover intention in primary and secondary schools, interviews and questionnaires were used to explore the relationship between teachers’ organizational justice, salary satisfaction, and turnover intention in the management of primary and secondary schools. The research subjects were more than 500 primary and secondary school teachers from Zhejiang and Jiangsu provinces. The data analysis results show that the sense of interactive fairness is the highest, followed by procedural fairness and the lowest sense of distributional fairness, with a certain sense of unfairness among the three dimensions of organizational fairness among primary and secondary school teachers. The average salary satisfaction score is 2.64, which is lower than the midpoint of 3, and there is a certain degree of dissatisfaction. The results of the correlation analysis showed that the pairwise correlations between the variables reached a very significant level. The results of regression analysis showed that organizational justice had the greatest impact on turnover intention, accounting for 20% of the variance. Salary satisfaction plays a partial mediating role between various dimensions of organizational justice and turnover intention, indicating that procedural fairness, interaction fairness, and distributional justice not only have a direct impact on turnover intention, but also indirectly affect turnover intention by affecting salary satisfaction. The results of this study can provide empirical data support for educational administrative departments and school managers in economically developed regions to improve their compensation management level and implement effective and sustainable compensation management policies and programs, as well as provide first-hand information for cross-country comparative studies of teacher compensation management in the field of education administration.

The effect of shared leadership on job satisfaction: the mediating role of teacher self-efficacy*

ABSTRACT This study examined the relationship between school principals’ shared leadership behaviours and teachers’ job satisfaction with the mediating effect of teachers’ self-efficacy perceptions. In this context, the main aim of this study is to contribute to the international literature in the field of educational administration regarding the effect of leadership on job satisfaction. Correlational cross-sectional research method was used in the research. Data were collected from a total of 384 teachers in 10 provinces in the western, central, and eastern regions of Turkey. Structural equation modelling was used to analyze structural relationships among variables. It was found in the research that shared leadership behaviours of principals had both direct and indirect effects on teachers’ job satisfaction through teacher self-efficacy. The evidence from this study suggests that leadership practices that involve employees in decision-making processes and encourage cooperation in schools contribute to increasing teachers’ job satisfaction by improving teacher self-efficacy.

Research in Educational Administration &amp; Leadership Dergisi Üzerine Bir İçerik Analizi

The aim of this study is to examine the publication profile of the journal through content analysis according to various parameters of the articles published in the journal of Research in Educational Administration &amp;amp; Leadership (REAL). The research is a qualitative research conducted as a case study. The articles published in the journal up to April 2021, which started publication in 2016, form the sample of the research. The data obtained by examining 90 articles in the sample in terms of year of publication, subject, research approach, sample, method, model/design, data collection methods, data analysis methods, number of authors, the institutions of the authors, the countries of the authors, the titles of the authors, the number of articles by the authors in the journal, the number of citations, self-citations of the authors, self-citations of the journal, number of citations, average evaluation time of the journal parameters were analyzed using content analysis. With the detailed findings obtained as a result of the research, the determination of the current publication characteristics, the journal identity, trends, development level and a section of the educational administration discipline specific to the journal at a micro level In this study, the identity of the field of educational administration at the macro level was tried to be determined. Suggestions were made to take strategic decisions for the next issues regarding the development process of the journal.

Trade Unions Strategy on Teacher Professional Development and Its Influence on Teachers Welfare in Public Secondary Schools in Nairobi City County, Kenya

The study sought investigate the influence of trade unions strategy on teachers’ professional development and its influence on teachers’ welfare in public secondary schools in Nairobi city county, Kenya The study was based on the following objective; To establish the extent to which trade unions involvement in teacher professional development influence teachers’ welfare in public secondary schools in Nairobi City County, Kenya; To examine the level of influence of teachers’ professional development on teachers’ career progression; To assess the level of satisfaction by trade union involvement in sensitizing teacher professional development programs. The study employed a descriptive survey design. The target teacher population was 2236 teachers in 87 public secondary schools, 11 KNUT and 7 KUPPET officials. Thirty percent target sample consisted of size of 671 in 26 secondary schools. Teachers and schools were stratified per Sub-County and selected by simple random sampling method. Both KUPPET and KNUT officials were purposively sampled for they possessed special information relevant to the study. A total of three KNUT officials and two KUPPET official were purposively sampled. Data was collected by interview guide for the union officials. The data was descriptively analyzed and presented in frequency tables, bar graphs and pie charts. For interviews, audio recorded responses were listened to, transcribed into texts, compared with field notes and presented as direct quotations, verbatim and discussions. Content validity of the research instruments was ascertained by a team of experts in the field of Educational administration and through piloting of questionnaires. Reliability of the instruments was ascertained by a test-re test technique and a coefficient of stability for teachers’ questionnaire found to be 0.785. Permission to collect data in Nairobi County was granted by the National Council of Science and Technology. The study established that a majority of teachers (M=3.27, SD=1.22) agreed that trade unions are involved in teacher professional development. The study established that professional development on teachers’ career progression was influential representing 41.3 percent. 40.4 percent of teachers were not satisfied on unions involvement in sensitizing teachers on professional development programs. Trade unions also offer performance certificates to teachers representing 65.8 percent. There was a positive correlation (r=0.815**, p=0.003&lt;0.05) between unions’ strategy on teachers’ professional development and teachers’ welfare. The study established that trade unions strategies of teachers’ professional development, influenced the welfare of teachers in public secondary schools in Nairobi County, Kenya. Keywords: Teachers trade unions, teachers’ professional development, public secondary schools DOI: 10.7176/JEP/13-27-04 Publication date: September 30 th 2022

Knowledge Production in The Field of Educational Administration in Turkey: Evaluation of Dissertations within The Context of Habermas' Knowledge Taxonomy

In recent years, there have been significant efforts by Turkish researchers to contribute to the knowledge production to the field of educational administration like the scholarly endeavor of their international peers. The main purpose of these scientific studies including dissertations is to contribute to the production of knowledge, and to offer original alternatives to solving problems through several philosophical approaches. Consistent with this effort, the present study aims to evaluate the dissertations produced in the field of educational administration epistemologically, and ontologically in respect of Habermas' knowledge taxonomy. The research was carried out using document, and discourse analysis, which are qualitative research methods, and 215 dissertations prepared in 23 different universities accessed from Council of Higher Education Thesis Center database were analyzed. Results show that Eskisehir Osmangazi, Hacettepe, and Ankara Universities take the lead in the production of dissertations. It was found the number of males was higher in both researcher, and supervisor positions, mainly quantitative research methods are used, and empirical-analytical knowledge is produced. The limitation of historical-hermeneutical/interpretative, and critically oriented knowledge types is another original finding. The data set included only dissertations and excluded other sources from Turkey. Authors believe this study serve as a base for better understanding the current features of the field. In addition, this study, which was conducted in a non-western country, is expected to affect the knowledge production trend in the field of educational administration, and support the diversity of knowledge in dissertations, which are detailed studies shed light to the future.

Examining the Knowledge Produced in Educational Administration Doctoral Theses with Respect to Functions of Science

This study examines the contribution of the knowledge produced in educational administration doctoral theses to the functions of science, concept and model development, theory formation, scale development/adaptation and application. Content analysis, one of the qualitative methods, was used in conducting the research, which analyzed 122 doctoral theses dated between 2017 and 2020. These compositions were produced at 27 universities that ranked in the top 500 globally in CWUR (Center for World University Ranking) 2020. The results showed that the knowledge produced in the theses was mostly descriptive. However, there were a few experimental theses that reached the control level and contributed to the application with a concept, model, theory creation and scale development/adaptation. The findings offer implications that can guide future research in the field of educational administration.

Relationships among teachers' perceptions on coworker social loafing, organizational justice and task visibility

Purpose The main aim of the research is to investigate the relationships among primary school teachers' perceptions on coworker social loafing, organizational justice and task visibility. It is also examined whether teachers' opinions on organizational justice and task visibility are statistically significant predictors of their perceptions on coworker social loafing.Design/methodology/approach Research was designed by using correlational survey model. The sample of the study consisted of 656 teachers selected by cluster sampling method among primary school teachers working in Eskisehir.Findings Research results showed that teachers' perceptions on their coworkers' social loafing levels were low, while their perceptions on organizational justice and task visibility were high. Furthermore, it was determined that distributive justice and task visibility predicted 13% of teachers' perceptions about their coworkers' social loafing levels. According to this finding, as teachers' perceptions of distributive justice and task visibility increase, their perceptions about coworker social loafing decrease.Originality/value This paper is unique in terms of examining the most probable antecedents of social loafing perceptions according to the literature among teachers which are organizational justice and task visibility together in Turkey context. The facts that social loafing studies are rare and hardly encountered among studies in the field of educational administration distinguish this study and make it appropriate to be published in a journal whose scope includes creation of an environment in which the management of resources provides the most efficient outputs.

Academic familism and disciplinary cohesion in higher education: The case of the educational administration field in Turkey

AbstractIt has been known for some time that academic researchers are subject to diverse relations of production that influence the direction and ultimately the value of their scientific work. In this context, this study examines how the field of educational administration is practiced at higher education institutions in Turkey, how these practices have become socially integrated over the years and how a structurally cohesive core characterizes the discipline's research activity. The study reviews 609 doctoral dissertations concerning educational administration from a longitudinal perspective (1988 to 2020) using a two‐tier theoretical path: the role of academic familism and disciplinary cohesion in the field. The findings reveal that academic familism and disciplinary cohesion are interrelated and interdependent. Together they impact the formation of monolithic gendered, epistemic, and academic communities, consolidate gendered and monolithic academic networking, and limit cross‐disciplinary interaction in the educational administration field.

Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling.

This study aims to investigate the relationships between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression. The research, which was designed according to the relational survey model, was conducted with the participation of 332 school principals and teachers who received graduate education in the field of educational administration. Research data were collected through online surveys and then structural equation modeling (SEM) was used to test and analyze the proposed hypotheses. The study’s findings revealed that COVID-19-related psychological distress strongly predicted COVID-19-related burnout. In this context, as the psychological distress associated with COVID-19 increased, the sense of burnout associated with COVID-19 also increased. However, it was found that burnout associated with COVID-19 significantly and positively predicted depression. SEM results revealed that COVID-19-related psychological distress directly affected COVID-19-related burnout, depression, and social media addiction. In addition, it was determined that an indirect effect of COVID-19-related burnout and social media addiction exists in the relationship between COVID-19-related psychological distress and depression.

Examining the Transition of Contemporary Managers Becomes Senior Leaders and Eventually Moves On

The crisis of educational leadership has motivated so much debate and research in recent times in the field of educational administration. Most school leaders have not been trained in the art of educational management and leadership. It has been presumed that anyone who receives a bachelor’s degree in education or a postgraduate diploma in education through training can automatically become a head teacher or principal. That explains why in developing as well as developed countries, school managers and leaders face a lot of challenges. This article seeks to create a link between the career development of senior leadership and the different models proposed by scholars like Day and Bakioglu, Gronn, Wakins and Robbins. The researchers hope to develop strategies that can groom educational managers to assume senior leadership positions. The most influential agents of socialization by Lenka and Vandana, Gupta, Krishnan, Homan & Youngman and Ebot Ashu that enhance educational leadership development have been explored to give this work some serious focus. The primary agent of socialization considered here is the family which is the nucleus of society. The secondary agents of socialization include the schools, peer groups, the churches, work groups, communities, mass medium, social groups and the government. Focusing on Watkins’ seven seismic shifts that transit from specialist to generalist, analyst to the integrator, tactician to strategist, bricklayer to architect, problem solver to agenda setter, warrior to diplomat and supporting cast member to lead role, the researchers argue that school managers can transit to the level of senior leaders and continue to influence school administration in many positive ways. Educational leaders should take their ongoing career development seriously if they are to become relevant in contemporary society. The methodology used in this work is very apt. Based on the field experiences of school administrators, the researchers are able to arrive at findings that support the literature that has been gathered. They are able to explore the career life of educational leaders and identify factors which influence them to become senior leaders and move on as encompassed in the first three phases of Gronn’s and Ribbins’ models, with exceptional three new sub-phases within the accession phase. In all, the study agrees with the general principles of Ribbins’ model rather than the previous work of Day & Bakioglu’s and Gronn’s, who suggest disenchantment and divestiture as inevitable final phases in the career lives of senior leaders. Therefore, Ribbins’ theoretical frame-work of education leadership can be useful in interpreting the link between the career developments of contemporary senior leaders. This study concludes that socialization occurs throughout our life, but some of the most important socialization that occurs during that phase of our lives is the family, school, peers, church, mass media, community, workplace and social group. Therefore, Watkins’ contributions to administration, management and leadership can be used to educate contemporary educational managers and senior leaders in contemporary society.

Developing Factors and Indicators of Growth Mindset for School Administrators in Thailand

The sustainability of educational administration is depending on school administrators’ growth mindset. A growth mindset is detected to have a direct relationship with school achievement and success. Despite being an integral part of school leadership, the growth mindset of school administrators has been ignored by past researchers. Hence, this research is designed to investigate the growth mindset’s significant factors and indicators of high school administrators in Thailand. The researchers employed a quantitative approach survey design. A total of 460 school administrators and teachers participated in a survey using a multi-stage sampling technique. The researchers intended to test whether the identified factors and indicators are fitting with empirical data as the ultimate research outcome. The results revealed that there are a total of 17 indicators derived from the six factors in a growth mindset model. The measurement model of growth mindset is corroborated to the empirical data, with χ2=64.875, df=50, χ2/df=1.2975, CFI=0.99, TLI=0.99, RMSEA=0.02, and SRMR=0.01. In conclusion, the developed growth mindset model for high school administrators has a goodness-of-fit with the attained data. Finally, the results of this research have successfully proposed a measurement model that would be guidelines for school administrators to grow their positive mindset as our major contribution to the educational administration field.

Professional Development of Secondary School Leadership: Experiences and Expectations

This study is an attempt to explore the formal and informal professional training experiences of principals. The study also explored the barriers faced by them in the pursuit of professional development programs/training. This qualitative research study was based on interpretive paradigm. The data was collected through in-depth interviews. A thematic analysis approach was used to analyze data. The results revealed that the principals come across many negative and positive situations every day. Some of them were never given the opportunity for professional training. Others stated some professional and personal problems which generally create hurdles in the pursuit of professional development programs. They also emphasize the importance of teamwork. It was suggested that here should be a conduct of separate administrative trainings specifically designed for school principals/ heads and trainers/ resource persons should be highly qualified in the field of educational administration.

The entrepreneurial leadership practices of Malaysian secondary school principals in fundraising

The reduction of funding allocation for school operations occurs in the education administration yearly. It is a notable fact that schools around the world are facing challenges in school funding as it affects the school’s operation. As a result, the performance of school for the long term would not be a primary concern in the future. Schools in Malaysia are not exempted from this issue as it is one of the main concerns in the centralized schools of this country. Generally, as the number of schools is increasing and a corresponding decrease takes place in centralized funding, it is vital for school principals to find alternatives for fundraising. Following a growing pattern of decentralization of school policies, entrepreneurial leadership currently begins to make an appearance in the education system through the transformation it creates in schools. However, there is insufficient discussion regarding the practices of entrepreneurial leadership and the abilities of entrepreneurial leaders in centralized schools. This study aims to identify the practices performed by centralized school principals to implement entrepreneurial activities in two schools selected for this study, which consisted of two different demographic backgrounds, districts, and locations. It investigates the entrepreneurial leadership practices performed by the Malaysian school principals in fundraising activities. The roles of the school principals as entrepreneurial leaders were identified based on their peers and other school staff who gained the experience of working under those principals. The various fundraising practices of the entrepreneurial leaders of both of these schools are examined within this crucial and challenging environment, followed by a discussion of how the school administrations deal with the external parties to obtain school funding. This study contributes to the field of educational administration by analysing the current fundraising practices of entrepreneurial principals of centralized schools in Malaysia.

Eğitim Yönetimi Alanındaki Kuram-Uygulama Boşluğunun Nedenleri

The theory-practice gap can be defined as "a failure to apply or to relate the concepts, ideas and theories to professional conditions". The aim of this research was to explore the reasons for the theory-practice gap in the field of educational administration. Participants included 380 school administrators working in primary, secondary and high schools and 57 researchers working in different higher education institutions in Ankara. The views are collected through the questionnaire with two different forms, namely Reasons of Theory-Practice Gap in the Field of Educational Administration developed by the researchers. Data were interpreted by percentages, frequency distributions and chi-square values. The most common reasons given by school administrators for the gap were "researchers’ failure to share results with administrators, conducting the research without considering the needs of administrators, and failure to reward administrators for their research-based practices". For the researchers the reasons for the gap are as follows; "the lack of communication channels between researchers and administrators, researchers’ preferences to conduct their research for the requirements of the assignment and promotional criteria and the lack of awareness of researchers about the actual problems of schools." The findings of the study revealed that the views of school administrators varied for some independent variables such as school level, socio-economic level of the district, age and attendance to a graduate school program. The variable that revealed the highest difference was the socio-economic level of the district. It was found that there was a statistically significant difference for "conducting researches aiming at solving problems requires notable time period" item among researchers' views according to their title. As a conclusion, it can be said that when the perspectives of scholars and practitioners are evaluated all together, two main results are revealed. The participants are agreed that "utilizing research focusing on the solution of the problems requires considerable time" and "problems encountered during the data collection process" are the most common reasons for the theory-practice gap. Finally, it is recommended that some activities can be organized for the purpose of sharing research proposals and their implementation results between theorists and practitioners.