Correlation between the effective Educational Administration Programs and Student Performance

By

ACKNOWLEDGEMENT

I would first like to express my gratitude for my research supervisor, colleagues, and peers and family whose immense and constant support has been a source of continuous guidance and inspiration.

DECLARATION

I [type your full first names & surname here], declare that the following dissertation/thesis and its entire content has been an individual, unaided effort and has not been submitted or published before. Furthermore, it reflects my opinion and take on the topic and is does not represent the opinion of the University.

ABSTRACT

The purpose of this study was to compare effective administration education programs and student performance. In the current age of high stakes testing and accountability, changes in education are evident. This new environment calls for the recognition that leadership is changing. The results of this study will have meaning for education programs as well as current building level and central administrators by aiding in the knowledge and skill sets necessary for effective school leaders by expanding current literature. Across the nation, there are individuals in educational leadership programs who are not interested in becoming school principals and assistant principals, but they would like to serve in leadership positions, such as instructional specialists and directors of instruction. Therefore, these individuals would be able to use their knowledge and skills acquired from their educational leadership programs. More research needs to be conducted regarding this topic to determine the number of students who share this view. This research could lead to increasing the number of educational leadership students who actually pursue jobs in school leadership. The study revealed several motivational factors that have changed in their importance to teachers aspiring to the principalship during the last quarter century: (I) the desire for recognition and prestige seems to be even less important to aspirants today than it used to be, and (2) the thought that a principalship offers a higher salary than teaching also seems to be significantly less of a factor for beginning principals than it was 25 years ago when veterans accepted their first principalship.

TABLE OF CONTENTS

ACKNOWLEDGEMENTSii

DECLARATIONiii

ABSTRACTiv

CHAPTER 1: INTRODUCTION1

Problem statement3

Definition of terms3

Purpose of the Study4

Significance of the study5

Aims and objectives7

Research questions7

CHAPTER 2: LITERATURE REVIEW8

The Evolution of the Principalship and Educational Administration Programs8

Standards for Educational Leadership12

Theories of Job Satisfaction13

Motivational factors in job satisfaction20

Ethics in Educational Administration Preparation programs22

Traditional Principal Preparation Programs24

CHAPTER 3: METHODOLOGY25

Research Approach25

Advantages and Disadvantages of Secondary Data26

Data collection procedure26

Search Technique27

Literature Search27

Reliability28

CHAPTER 4: DISCUSSION31

Lack of motivation among students32

Make a Difference in Education34

Inhibitors38

Other inhibitor factors43

Pragmatic solutions45

The Effectiveness of Educational Administration Programs47

Concerns with Education Administration programs48

Criticism of Educational Administration Programs51

The Role of Gender in Educational Administration54

The Role of Minorities in Educational Administration57

Limitations of the study59

CHAPTER 5: CONCLUSION61

Recommendations for the Educational Field64

BIBLIOGRAPHY67

CHAPTER 1: INTRODUCTION

Background of the study

Today, about 450 to 500 educational leadership preparation programs exist in the United States. According to Werner (2007), "those who seek entrance to leadership programs gravitate toward programs based on convenience and ease of completion; quality of program is hardly a leading ...