Student Perceptions of a Doctorate in Educational Leadership Program (2006-2014)

Abstract

The purpose of this study was to determine doctoral candidates’ perceptions of theuniversity’s Doctor of Educational Leadership program. Data was collected from thefirst thirteen cohorts enrolled in the program. The research design methodology used inthis study was descriptive and included hypothesis testing, frequency tables, measures ofcentral tendency, and variability. In order to address the research questions, 42hypotheses were tested utilizing one-sample t tests, two-sample t tests, one-factorANOVAs, and a two-factor ANOVA. The population consisted of 296 candidatesenrolled in thirteen unique cohorts beginning in February 2006 through December 2014.Results revealed that on average candidates agreed or strongly agreed the cohortmodel, program design and schedule, curriculum content, advising, and instructioncontributed to their learning during the coursework portion of their program. There wereno differences in candidates’ perception of the program based on gender, age range,administrator experience, and current position. However, cohort group membershipsignificantly affected the extent that candidates perceived the program design andschedule, curriculum content, advising, and instruction contributed to their learningduring the coursework portion of their program.On average, candidates agreed or strongly agreed they would recommend theprogram to others. There were no differences in candidates’ recommendations of theprogram based on gender, age range, or administrator experience. The higher edcandidates from cohorts 10-13 rated their recommendation of the program significantlyhigher than did the PK-12 candidates from cohorts 10-13.