If practitioners shun theory then they must rely on experience as a guide to action. In deciding on their response to a problem they draw on a range of options suggested by previous experience with that type of issue. However, “it is wishful thinking to assume that experience alone will teach leaders everything they need to know” (Copland et al, 2002, p. 75).
Teachers sometimes explain their decisions as just “common sense.” However, such apparently pragmatic decisions are often based on implicit theories. When a teacher or a manager takes a decision it reflects in part that person's view of the organization. Such views or preconceptions are coloured by experience and by the attitudes engendered by that experience. These attitudes take on the character of frames of reference or theories, which inevitably influence the decision-making process.
Theory serves to provide a rationale for decision-making. Managerial activity is enhanced by an explicit awareness of the theoretical framework underpinning practice in educational institutions. There are three main arguments to support the view that managers have much to learn from an appreciation of theory, providing that it is grounded firmly (Glaser & Strauss, 1967) in the realities of practice:
- Reliance on facts as the sole guide to action is unsatisfactory because all evidence requires interpretation. Theory provides “mental models” (Leithwood et al, 1999, p. 75) to help in understanding the nature and effects of practice.
- Dependence on personal experience in interpreting facts and making decisions is narrow because it discards the knowledge of others. Familiarity with the arguments and insights of theorists enables the practitioner to deploy a wide range of experience and understanding in resolving the problems of today. An understanding of theory also helps reduces the likelihood of mistakes occurring while experience is being acquired.
- Experience may be particularly unhelpful as the sole guide to action when the practitioner begins to operate in a different context. Organizational variables may mean that practice in one school or college has little relevance in the new environment. A broader awareness of theory and practice may be valuable as the manager attempts to interpret behaviour in the fresh situation.
Of course, theory is useful only so long as it has relevance to practice in education. Hoyle (1986) distinguishes between theory-for-understanding and theory-for-practice. While both are potentially valuable, the latter is more significant for managers in education. The relevance of theory should be judged by the extent to which it informs managerial action and contributes to the resolution of practical problems in schools and colleges.
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