ABSTRACT

Educational leadership scholarship, research on school individuals at the helm of achieving school goals, is well documented. However, less is known regarding educational leaders’ research in professional doctorate programmes, where practice may influence scholarship. This study sought to add to professional doctorate research by using directed qualitative content analysis guided by educational administration schools of thought described in a review of the literature to uncover educational leaders’ interests and concerns through an examination of 101 professional doctorate dissertations completed between 2013 and 2019. Of the 101 dissertations analysed, 88 aligned with the educational administration corpus. Educational leaders focused the majority of their research on school improvement and school effectiveness (65.9%), while leading teachers (5.7%) was of less concern. This result suggests that educational leaders with the agency or power to implement the findings from their doctoral dissertation may consider research in school improvement and school effectiveness as the most critical education administration school of research. Results from this study could be used by other educational leadership programmes to determine the prevalence of education administration research, examine the role of practice in research completed, and to broaden the scope of leaders’ research.

摘要

教育领导奖学金，对掌舵实现学校目标的学校个人的研究，有据可查。然而，关于教育领导者在专业博士课​​程中的研究知之甚少，在这些课程中，实践可能会影响奖学金。本研究旨在通过使用由文献综述中描述的教育管理学派指导的定向定性内容分析来增加专业博士研究，通过对 2013 年至 2019 年期间完成的 101 篇专业博士论文的检查来揭示教育领导者的兴趣和关注点. 在分析的 101 篇论文中，88 篇与教育管理语料库一致。教育领导者将大部分研究集中在学校改进和学校效率上(65.9%)，而领先的教师(5.7%) 则不太受关注。这一结果表明，具有实施其博士论文研究结果的机构或权力的教育领导者可能会将学校改进和学校有效性研究视为最重要的教育管理研究学校。这项研究的结果可以被其他教育领导项目用来确定教育行政研究的流行程度，检查实践在完成的研究中的作用，并扩大领导研究的范围。