Cultural Context of Administrative Theory: In Consideration of a Multidimensional Paradigm

Abstract

The continuing perceived complexity of educational systems and the current status of organizational and administrative theory suggest the need for a renewed theory-building effort in the field of educational administration. It is in this sense that this article presents a multidimensionalparadigm for the study of educational administration in the Americas. The paradigm is an attempt to explicate the domains of the cultural, pedagogical, political, and economic influences on educational administration. It views culture in context and is based on the knowledge foundations contributing to the field of educational administration.