In this article, the authors argue for the foundation of the field of educational administration that is specifically oriented towards the Turkish (and oriental) educational contexts, and is critical about the adoption of 'alien,' imported theories and concepts 'blindly.' Underpinned by literatures from sociology of knowledge, educational research and epistemology of sciences, the development of educational administration as an Anglo-American field of study is briefly analysed, followed by an attention given to the major distinctions between Turkish educational systems and school leadership and those in Anglo-American nations. The paper concludes by suggesting four challenges for Turkish scholars and researchers whose main focus is on educational administration and leadership, such as the generation of applied knowledge from and for the Turkish educational system, as well as the exploration of new areas of study that are unique to the Turkish contexts.