That the quest for a general theory of educational administration has been a misdirection of effort and that the advancement of professionalism within this field would represent a more sensible endeavor for the production of useful knowledge is the focus of this essay. The advancement of professionalism would entail a reorientation of research toward the outcomes of schooling, would necessitate close interaction between researchers and practitioners in the day-to-day administration of schools, and would reduce the social inequities that are currently promulgated by institutions of education. A conception of professionalism is presented. A summary, conclusion, and 36 references are included. Five selected readings complete the monograph: (1) "Problems in the Production and Utilization of Knowledge in Educational Administration" (J. Hills); (2) "Toward a Theory of Professionalization" (P. B. Forsyth and T. J. Danisiewicz); (3) "The Theorectical Limits of Professionalization" (W. J. Goode); (4) "Maintenance of Occupational Control: The Case of Professions" (J. Child and J. Fulk); and (5) "Toward a Redefinition of Professionalism in Educational Administration" (P. F. Silver). Readings include notes or references, and an annotated bibliography is supplied. (WTH)