Many experts in educational administration (EA) have voiced concerns over the absence of a scientific approach in the leadership of Iranian schools. However, what remains unaddressed is these experts' specific interpretation of the science of EA. This study aims to delve into Iranian EA experts' perceptions regarding the field's scientific foundations through an interpretive phenomenological lens. To achieve this aim, employing theoretical sampling and ensuring theoretical data saturation, 11 experts were carefully selected for this investigation. Utilizing indirect questioning techniques, we sought to uncover their nuanced perspectives. The outcomes of this study hold significance both within the discipline and in a broader societal context. The findings showed that from a disciplinary standpoint, the findings reveal a consensus among experts aligning with the principles advocated by the theory movement. On a social level, these insights resonate with a phenomenon known as Identification with the Aggressor (IWA). Notably, the concerns expressed by the experts regarding educational administration – such as the emphasis on distinctiveness, the adversarial nature of the external environment, and power dynamics as potential threats – mirror the narratives propagated by oligarchic management ideologies. These results challenge the historical theory of nation-state conflict, which delineates the historical and political fabric of Iranian society. According to this theory, individuals across all social strata, including intellectuals, inherently oppose all administrative structures' ideologies and resist assimilation. The divergence between the outcomes of this study and the theory of nation-state conflict suggests a transformation in the socio-economic landscape of society.
