Preparing Scholar-Practitioners for Systemic and Systematic Inquiry: Methodology Published and Practiced

Abstract

This study explores the methodology presented in four leading educational leadership journals for a period of three years to investigate the predominant methodologies reported in journals most read by faculty members in educational administration or leadership programs. This content analysis study uses frequency and percentages to gather data on the published methodologies of four educational leadership journals. We used an established coding protocol, and our coding was not interpretive. The analysis revealed that qualitative methods were published more frequently than quantitative methods in the leading educational leadership journals with an emphasis on studies using a descriptive qualitative design, a descriptive quantitative design, correlational research, and case studies. This study replicated a study conducted by Wells, Kolek, Williams, and Saunders (2015) which was a content analysis of three major higher education journals to examine the methodologic characteristics of published research from 1996-2000 and 2006-2010 respectively. The authors discuss the relevance of the study for EdD programs in Educational Administration/Leadership. The analysis may inform decisions about how to best develop scholar-practitioners’ capacity to use systemic and systematic inquiry to solve complex problems of practice.