Educational Administration Programs Research Articles

A TRACER STUDY OF PHD IN EDUCATIONAL ADMINISTRATION GRADUATES: RECOMMENDATIONS TO STRENGTHEN THE PROGRAM

This study aims to evaluate the effectiveness and relevance of a PhD in Educational Administration program at a State University in Western Philippines through a tracer study, offering insights into the graduates’ demographic and academic profiles, career alignment, and recommendations for improvement. The study employed a descriptive research design, collecting data from 19 non-randomly selected graduates based on availability. Data were gathered using an instrument based on guidelines from the Philippine Commission on Higher Education, with additional elements drawn from previous tracer studies. Analytical tools such as frequency counts, percentages, and arithmetic means were used to describe the findings. Results highlight that the PhD in Educational Administration program effectively serves mid-career professionals, attracting individuals from diverse backgrounds and helping them meet evolving leadership demands in educational administration. Graduates reported that the program equipped them with the necessary skills to excel in their current roles. However, they suggested several areas for improvement, including enhancing the program's accessibility and inclusivity. These recommendations are crucial to ensuring the program remains relevant, especially in preparing leaders capable of addressing modern challenges in education. This research provides new insights into the strategic role of tracer studies in shaping the future of educational leadership programs. It aligns with Sustainable Development Goal 4 (Quality Education) by proposing a continuous curriculum review, which ensures the program evolves alongside educational leadership trends. The study also underscores the importance of equipping faculty with current insights to strengthen the program's ability to prepare leaders for a dynamic educational landscape.

Optimal GED Student Recruitment: Perceptions of Program Directors

Much is unknown about those who do not finish high school and there is a need to understand who enters and completes alternative high school completion programs, such as the HiSet (High School Equivalency Test), GED (General Education Development Test), or growing number of state sponsored high school equivalency programs. The purpose for conducting the study was to describe the perceptions of adult education program coordinators about how to best categorize potential high school credential alternative completers. Using a phenomenological framework and semi-structured interviews, 12 adult education program administrators were interviewed about who enrolls in and completes their programs. A thematic analysis of these responses indicated distinct categories of individuals including opportunists (those looking for better opportunities), exceptionals (those with exceptionalities such as a disability that prevented the individual from completing a traditional high school diploma), immigrants (those validating learning in another country or language learners), and those who have been reformed in some way (eg, those with a history of difficulty with legal situations). By identifying these initial categories of adult learners taking part in high school equivalency programs, recruitment efforts as well as the programs themselves might be better structured to correspond to learner needs.

Empowering Teachers' Learning to Enhance Students' Change Leadership Skills

The experimental study, which was conducted under the research project entitled "Empowering Teachers' Learning to Enhance Students' Change Leadership Skills," is part of a series of research projects that focuses on 21st century skills that have been supported by the Doctoral Program in Educational Administration at the Isan campus of Mahamakut Buddhist University. This study emphasizes the utilization of opportunities that are being presented by knowledge-based and digital societies in the contemporary era. The development of Change Leadership Skills was approached by utilizing a Research & Development (R&D) methodology that employed various perspectives available on the internet. This approach aimed at creating innovative educational practices to enhance the teachers' learning and, subsequently, at empowering them to transfer their knowledge to develop their students. It is believed that if teachers acquire knowledge and are stimulated to put it into practice, it will create the power that can enhance the effectiveness of student development, which is in accordance with the concept of "Knowledge and Action are power." Based on this idea, a research and development (R&D) methodology was employed to incorporate various perspectives on developing Change Leadership Skills, which had been found on the internet, and incorporating them into an innovative educational program designed to strengthen teacher learning. The program called the "Online Self-Training Program to Empower Teachers' Learning to Enhance Students' Change Leadership Skills," was evaluated by teachers, who had been involved with the program and had found the program to be effective in accordance with the established criteria. Therefore, the program could be disseminated to benefit teacher development and the development of undergraduate students, who are majoring in teaching the Thai language, the English language, and Social Studies at the Faculty of Education at both the central and branch campuses Mahamakut Buddhist University. This target group can rapidly, efficiently, and effectively disseminate the research findings.

The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills

This research was a Participatory Action Research (PAR) methodology to implement the project “The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School”, which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut Buddhist University, Isan Campus with the concept of "Cooperative Action for Better Change". From the Planning, Acting, Observing, and Reflecting (PAOR) 2 cycles. Cycle one for each semester in the academic year 2022, with 25 teachers as research participants and 640 students in the development target group and the objectives were: 1) To change the level of practice of the research participants and The Global Leadership Skills of students to improve. From the comparison of 3 phases: before and after the practice in the 1st cycle and after the 2nd cycle practice. 2) To create learning from practice and 3) to gain knowledge from practice. The results of the research revealed that 1) there was a change for improvement, respectively, for the teachers who were research participants, the average scores from the performance assessment results were higher, respectively, from 2.92 to 3.06 and 4.00. As for the students who are the target group for development, the Global Leadership Skills assessment was also at a higher level, respectively, from 2.47 to 3.17 and 3.59. 2) The research team, the research participants, and Na-ngiw Wittayasan School gained much proficiency. 3) Generate knowledge from practice that demonstrates the cause-and-effect relationship of the applied driving force that results in a change. Including, resistance to change and how to overcome resistance to change which in this research is called “Na-ngiw Wittayasan School Model: The Collaborative Power of Teachers to Strengthen Student’s Global Leadership Skills”

Collaborative Practices to Empower Teachers’ Capacities for the 21st Century

The objective of this research is to conduct an operation within the project entitled "Collaborative Practices for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School," which is one of the research project series related to the 21st century education under the Doctoral Program in Educational Administration, Mahamakut Buddhist University, Isan Campus. It employed Participatory Action Research (PAR) methodology and consisted of two cycles of Planning, Acting, Observing, and Reflecting (PAOR) in each academic semester in the 2022 academic year. The expected outcomes of this study included changes in learning and knowledge acquisition resulting from the practical application of the research findings. Moreover, 12 teachers participated both as co-researchers and as the target group for development in this study. The results of the study were evaluated and compared across three phases: before and after the first cycle of PAOR and after the second cycle of PAOR. The findings revealed the followings: 1) a positive change had occurred where a teacher-researcher practiced self-empowerment to develop greater capabilities for the 21st century and both the teacher and their students demonstrated an increased ability to meet the demands of the 21st century. 2) the researcher, co-researchers, and school personnel gained an understanding of the benefits of utilizing the principle of collaborative work, which resulted in more effective outcomes compared to individualistic approaches. This confirmed the significance of the Participative Leadership Theory, which is founded on the idea that combining the thoughts of multiple individuals leads to better decision-making compared to relying solely on an individual's perspective. 3) a grounded theory emerged from practical experience referred to as the "Collaborative Practices Model for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School" in this research work.

Racial Microaggressions During Clinical Education Experiences of Professional Master's Athletic Training Students

Context Racial microaggressions can be comments or actions that are often unconsciously or unintentionally directed toward members of marginalized groups. Athletic trainers have been found to be prone to organizational conflict and harassment; however, no studies have investigated whether racial microaggressions occur during athletic training student (ATS) clinical education experiences. Objective To examine the existence of racial microaggressions directed toward ATSs during clinical education, specifically identifying the resources that existed for students who perceived they were encountering racial microaggressions. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited professional master's programs. Patients or Other Participants One hundred fifteen second-year master's students (80 female, 33 male, 1 nonbinary/third gender, 1 wished to not disclose; age = 23.67 ± 3.41 years). Data Collection and Analysis We created a questionnaire based on the purpose of the study and the current literature that we validated via peer and expert review before initiation of the study. We used peer review and multiple-analyst triangulation to provide credibility and analyzed the data with a phenomenological qualitative approach. Results Three main themes emerged: (1) participants experienced forms of microaggression including, but not limited to, microassaults, microinsults, microinvalidations, and stereotypes; (2) participants experienced a lack of action after racial microaggressions; and (3) participants experienced a period of career reconsideration during which they questioned entering the profession because of feeling uncomfortable and discriminated against. Conclusions To reduce the number of racial microaggressions that students face, athletic training education program administrators and preceptors should be educated on racial microaggressions, validate athletic training student emotions, encourage brave spaces where students can openly communicate about what is transpiring at clinical sites, safely identify aggressors, and remove students from harmful environments.

Supporting a statewide policy consideration: Virtual advancing educational leadership training during COVID-19

COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day state-mandated face-to-face training which is a basic requirement for school leaders who evaluate teachers. In fact, per state policy, AEL was delivered in a face-to-face format since it began in 2015, but was transformed to a VPD format in 2020, for the first time, as a response to safety concerns resulting from the COVID-19 pandemic. The Texas Education Agency indicated that the training would go back to a face-to-face format after Fall 2021; however, recently the Agency determined that virtual training could continue, along with face-to-face. Initially, this study was conducted to add information to the policy consideration as to whether to leave the option open for university principal preparation programs to offer the AEL virtually or face-to-face; however, with the alteration of the policy and with the findings of the study, we now provide empirical support, based on a a concurrent triangulation mixed methods design, for the Agency’s policy action. This study might be the first published in support of this AEL training policy.

An Analytical Study of Educational Administration Master Theses Approved in Al_Quds University

هدفت هذه الدراسة التعرف إلى واقع رسائل ماجستير الإدارة التربوية المجازة في برنامج ماجستير الإدارة التربوية في جامعة القدس خلال الفترة ( 1998 – 2021 )، والبالغ عددها ( 370 ) رسالة شكلت مجتمع الدراسة، في حين كانت عينة الدراسة عينة عشوائية، عدد أفرادها ( 100 ) رسالة. استخدمت الدراسة المنهج الوصفي (تحليل المحتوى) لتحليل محتوى هذه الرسائل. أظهرت نتائج الدراسة، ومن خلال بطاقة تحليل المحتوى، أن المنهج الوصفي الكمي (بمتغير واحد) هو المنهج الأكثر شيوعاً، بنسبة (% 89 )، كما أن موضوعات الإدارة المدرسية والإدارة التربوية تشكل غالبية الموضوعات بنسبة (% 33 ) و(% 31 ) على التوالي، في حين جاء التخطيط التربوي واقتصاديات التربية بنسب متواضعة (% 4) و(% 0) على الترتيب. أما بخصوص العينات فكان استخدام العينة العشوائية، وخاصة الطبقية، هو الغالب بنسبة (% 55 )، أما المسح الشامل فكان محدوداً بنسبة (% 19)، واستخدمت الرسائل أداة الاستبانة وحدها بنسبة (% 94)، ولم تستخدم أي من الرسائل أسلوب التثليث، وكان استخدام (معامل بيرسون مع صدق المحكمين) هو الأكثر شيوعا للتحقق من صدق الدراسة، وكرونباخ ألفا هو الأسلوب الأكثر شيوعاً للتحقق من ثبات أدوات الدراسة. وجاءت نسبة المشرفين على الرسائل من الذكور بنسبة مرتفعة جداً (96%)، في حين كانت نسبتهم من الإناث (% 4)، بخلاف الباحثين (طلبة الرسائل) فقد كانت نسبة الباحثات أعلى من نسبة الباحثين، بنسبة ( 60% )، (40% ) على التوالي. وعمدت غالبية الرسائل إلى استخدام الإحصاء الاستدلالي، بنسبة (% 81)، واختبار(ت) وتحليل التباين الأحادي بنسبة (% 81 )، ولم يظهر في هذه الرسائل تحليل التباين الثنائي أو المتعدد.

A Comparative Study of the Master's Program in Educational Administration in a Saudi University and Four Similar Programs in the United States

The current study aimed to compare the master's program in educational administration at King Saud University (KSU) and four master's programs in the same discipline at distinguished universities in the United States. This study compared the admission requirements for master's programs, study plans, curricula, and graduation requirements for a master's program in educational administration at KSU and master's programs in educational administration and leadership offered by the four American universities. The study attempted to discover the similarities and differences in the previously mentioned topics. The researcher found some likenesses between the master's program at KSU and the four American universities, such as the agreement on the efficiency and the qualification of students who plan to study in the master's programs and the significance of preparing students with the essential skills and school principals with the necessary knowledge, in addition to the similarity of many conditions for graduation and obtaining a master's degree. On the other hand, the research likewise found multiple dissimilarities between the master's program at KSU and those of the four American universities in many areas, including the following: There are many admission prerequisites for the master's program at KSU compared to the four American universities. Furthermore, there are differences in the number of units KSU students have to complete at KSU compared to the four American universities. It is also noted that students in the KSU educational administration program are obliged to complete scientific research to complete graduation requirements, while students in the four American universities enjoy other options that serve as partial fulfillment of the requirements for the degree of master.

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.

A cross-sectional survey of attitudes and barriers toward pharmacist services at predoctoral academic dental institutions

BackgroundThe pharmacy profession continues to evolve through novel practice settings and collaborations. Recent reports have highlighted services provided by pharmacists in academic dental settings. ObjectivesThis study aimed to measure attitudes and barriers to pharmacist services at academic dental institutions via a survey of dental school administrators. MethodsA survey was circulated in summer 2019 to all accredited dental schools in the United States through the American Dental Education Association clinic dean listserv. The survey consisted of Likert scale questions pertaining to barriers and attitudes regarding pharmacist services in dental education programs and clinics. The survey was open from July 2019 to December 2019. Responses were analyzed with descriptive statistics and Spearman rank correlation. ResultsComplete attitude and barrier responses were received from 30 of 66 accredited institutions. Responding schools showed a generally positive attitude toward pharmacist services. Respondents identified funding as the barrier with greatest impact on program development and expansion. ConclusionAttitudes among dental education program administrators regarding pharmacists are generally positive. Barriers remain to fully incorporating pharmacists into dental institutions in the United States. Increased funding and reimbursement for pharmacy services would support universal pharmacist integration to this practice setting.

A Mission Statement Does Not a Mission Make: A Mixed Methods Investigation in Public Education

Public schools widely use mission statements, and many educational administration programs teach mission statements as a necessary lever for school improvement. A mixed methods investigation examined three levels. An experiential phenomenological analysis examined graduate students’ experiences with mission statements within their own schools and professional life. A thematic analysis examined 80 schools in the Midwestern United States, broken down by high and low performance on state academic testing, ecological differences, quantitative structures of the mission statement, and qualitative themes and dimensions. A meta-synthesis compared findings with previous research. There were structural differences in mission statements, but the conclusion was mission statements were a legacy practice which served the political spectacle, and practitioners adopted the practice out of conformity. There was no direct evidence mission statements achieved the stated purpose. Recommendations were made to refashion mission statements and the school improvement process around four factors.

School Leadership Master’s Program Enhancement through Cross-Border Collaboration between Assiut and Kuwait Schools of Education

Egypt and Kuwait are currently executing a large-scale transformation in the national education system. On such time, school leadership capacity building and development is crucial and fundamental. Therefore, the current research seeks to scrutiny leadership components presented in the Education Administration Master program offered in Assiut and Kuwait Faculties of Education to cross match the presented knowledge and competencies with international requirements of highly credited leadership master programs. A comparative analytical study was implemented to compare the leadership models presented in the Assiut and Kuwait master’s programs in educational administration. The intended outcome is to enhance the current master program offered in both faculties. 
 
 Received: 31 October 2021 / Accepted: 1 December 2021 / Published: 3 January 2022

Teaching diversity in North American higher education master's programs: curricula and rationales

Purpose This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses.Design/methodology/approachUsing an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity.FindingsExactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field.Research limitations/implicationsResearch on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive.Practical implicationsProgram directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts.Originality/valueThis study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales.

The Development Module of Leader Teacher in Creative Thinking for Enhancement the Doctor of Philosophy in Educational Administration and Leadership Program

The Development Module of Leader Teacher in Creative Thinking for Enhancement the Doctor of Philosophy in Educational Administration and Leadership Program

No Place Like Home: The Coming Out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs

Development occurs over the lifespan, and student affairs educators are not exempt from that life-long process. This article examined the coming out experiences of gay men within student affairs master’s preparation programs. The study was comprised of 11 participants representing seven different higher education/student affairs administration programs. The findings of this study offer the following: first, the study offers insight on the coming out experiences of gay men in graduate preparation programs. Second, the findings showcase the role that student affairs programs, curriculum, and instruction play in the identity exploration process for gay men. Finally, findings from this study offer implications for pedagogical approaches and frameworks within student affairs/higher education administration programs.

Competition in american social work education during times of COVID-19: a midwestern case study

ABSTRACT Competition to attract students for enrollment in American social work degree programs is intense. Program attributes (e.g. minimum grade point average, maximum transfer credits permitted, institutional tuition rate, and rankings) distinguish social work education programs in the United States. Determining which program attributes appeal to potential students could help increase a program’s competitiveness in a crowded education marketplace. The COVID-19 pandemic is further intensifying recruitment of students to BSW programs. This research used a case study approach to compare admission attributes of 21 bachelor of social work programs (BSW) offered at 11 public and 10 private institutions located in one state that could be viewed as representative of American BSW programs. This paper compared attributes that differentiated these undergraduate social work programs, while exploring the potential impact of the pandemic on BSW student recruitment. Implications for social work education are discussed, including lessons learned that may be helpful to BSW faculty and staff responsible for student recruitment activities and related operations. Social work education program administrators and faculty could use this information to review recruitment and application processes and raise awareness of the burgeoning influence of reputational ranking services.

Evaluation of the educational administration program in light of the academic accreditation standards from the point of view of the faculty staff members of the Universities of Jordan in Irbid

The aim of this study was to evaluate the degree of the evaluation of the educational management program in light of the academic accreditation standards in the universities of Jordan in Irbid from the point of view of the faculty members. The researchers used the descriptive analytical approach and the study sample consisted of (17) faculty members specialized in educational administration. The results showed that the degree of evaluation educational administration program in the light of academic accreditation standards from the viewpoint of faculty members was average (3.47), and a mean of (0.46) and the results showed that there were no significant in estimates of faculty members to the degree of evaluation of the educational administration program due to variables (gender, academic rank, and experience), the recommendations include working on improving the educational administration program in light of the academic accreditation standards in terms of the content and goals, study plan.
 
 Keywords: Evaluation, Educational Administration Program, standards, Academic Accreditation, universities of Jordan.

Formal Knowledge Acquisition and Socialization to Educational Leadership by Program Graduates: The Intersection of Social Justice and the Role of Program Faculty

Through the use of Twale et al.’s model of socialization of graduate students, this study sought to better understand the experiences of graduates from an educational leadership and administration program and the influence faculty have on the knowledge acquisition needed to create socially just educational communities. Graduate programs must be critical of the responsibility faculty have in preparing graduates capable of creating socially just educational communities, in particular as they enter educational settings that are the most diverse in U.S. history. Through the use of phenomenological inquiry, interviews with 10 participants revealed three themes: (a) Faculty Connection and Department Culture, (b) Social Justice Curriculum; and (c) Social Justice Pedagogy and Instruction. Implications for research and practice are discussed and center on graduate students, faculty, and departments of educational leadership and administration.

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

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.