Epistemic beliefs of lecturers pertaining to the knowledge of the field in educational administration

This current study aims at inquiring into and discovering the epistemic beliefs of lecturers working at Educational Administration Departments through qualitative methods. The adopted research design is descriptive phenomenology and data collection tool is comprised of semi-structured questions posed throughout one-on-one and face to face interviews to the relevant participants. These participants are 29 lecturers working at Educational Administration Departments in 3 state universities in Ankara during the first term of 2018-19 Academic Year. The results indicate that participants hold unique epistemic beliefs pertaining to the very field and that this is valid for their evaluations of possibility of knowledge, truth of knowledge, justifying knowledge and boundaries of knowledge regarding the field. In addition, it is observed that participants' unique epistemic beliefs in relation to the knowledge of the field bear certain commonalities as well.