Dünyada Eğitim Yönetimi Disiplininin Tarihsel Süreç İçerisindeki Gelişiminin İncelenmesi

The aim of this study is to examine the development of the discipline of educational management in the world within the historical process. In educational institutions, students are usually directed to designated study sequences in order to enable them to gain expertise in a specific field, and these study sequences are defined as disciplines. Due to the fact that the disciplines are very different from each other, the difficulty of a concise definition that is equally suitable for each discipline is mentioned. This situation is due to the fact that disciplines have identities due to their unique characteristics. Although each discipline contains its own activities, information structures, social structures and communication models, it is seen as rich, complex and areas with certain goals. In the classification of sciences, although each discipline is included in an upper umbrella, it has self-defining characteristics within its own borders. In this context, six basic characteristics of a discipline are highlighted: a focus of study, a common worldview or paradigm, a set of compliance disciplines used to create the discipline, principles and practices related to the discipline, an active research or theory development agenda, and the dissemination of education and the promotion of professionalism. These characteristics are the elements that distinguish the disciplines from each other and allow them to create their own boundaries.At the heart of science lies doubt, curiosity and need. Along with a sense of curiosity, people's desire to understand the world and its environment has led to the emergence of disciplines. The desire to understand different phenomena in the environment has led to the emergence of different disciplines. The problems that a discipline deals with or the questions that it seeks answers reflect the character of the field. These areas of questions can be concentrated in certain areas where there is common consensus in some cases on the intellectual progress of a field of science; the theoretical framework requires a context in which there are relatively standard principles in the context of research methods and requirements for the admission of newcomers to the discipline. Key Words: Educational Management, Educational Science, Discipline, Historical Process