Representation of the scientific structure of the field of educational administration based on the lived experience of faculty members

the present study tried to describe the scientific structure of educational administration from the epistemological point of view of its faculty members, with the participation of faculty members, educational administration, which had a scientific rank of assistant professor to professor, was used by 17 people. The method and method of data analysis was through semi-structured interviews that were followed according to the descriptive phenomenological research approach and using the Klaizi seven-analytical method. The research findings were classified into 6 main components and 15 sub-components, which include significant results for researchers and experts in this field. It showed that there is no consensus among faculty members in the field of educational administration about the scientific structure of this field and scientific identity. The discipline has two different worldviews in three parts: theoretical foundation, interdisciplinary nature and domain. Different components of "scientific originality"; "The end of identity"; "Interdisciplinary functionalism"; "Interdisciplinary Review"; The "coach of organizations" and the "leader of education" confirmed the existence of this difference in worldview. At the same time, this significant difference between thinking and judging from another angle, can be a messenger of the dynamics of the field of educational administration. Because the existence of such different perspectives, in addition to the need for its importance in challenging the scientific identity of the field of educational administration, will lead to its theoretical growth and development the long run.