Research Courses in Educational Leadership Programs: Relevance in an Era of Accountability

Authors

  • Rebecca M. Bustamante Sam Houston State University
  • Julie P. Combs Sam Houston State University

DOI:

https://doi.org/10.22230/ijepl.2011v6n3a276

Keywords:

Educational Leadership Preparation, Principal Preparation and Research Skills, Research Utilization

Abstract

This study examined master’s degree level research course offerings of 72 university educational leadership programs to examine the relevance of course content to the research skills required of practicing school leaders. Researchers analyzed course titles and descriptions using a classic content analysis approach and the method of constant comparison. The number of research courses required by each program was analyzed descriptively. Findings revealed considerable variation in research course requirements, course titles, and course descriptions between university programs, suggesting a potential lack of consensus on the importance of research skills to school leadership as well as on how these skills typically are identified and described. Analysis of course descriptions indicated minimal emphasis on inquiry skills focused on actual school improvement and program evaluation. This research points to the need for further studies on research course offerings and the inquiry skills needed by practicing school leaders.

Author Biographies

Rebecca M. Bustamante, Sam Houston State University

Rebecca M. Bustamante is employed as an assistant professor of Educational Leadership. She has worked as an educator and school administrator. Her research interests are culturally competent leadership and research instruction for graduate students.

Julie P. Combs, Sam Houston State University

Jducational Leadership & Counseling Department, Assistant Professor

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Published

2011-05-04

How to Cite

Bustamante, R. M., & Combs, J. P. (2011). Research Courses in Educational Leadership Programs: Relevance in an Era of Accountability. International Journal of Education Policy and Leadership, 6(3). https://doi.org/10.22230/ijepl.2011v6n3a276

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