When the related literature is reviewed, one may claim that educational administration is a vast and problematic area (Bush, 2008; Evers, 2003; Greenfield and Ribbins, 1993; Gunter, 2005; Hodgkinson, 1996; McCarthy, 1999; Smylie and Bennett, 2005; Simsek, 2004; Turan, 2004; Waite, 2002). For Allix and Gronn (2005), for example, the field of educational administration and leadership is a theoretical enigma and paradox.
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