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Educational Management Administration & Leadership

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Educational Management Administration & Leadership is covered by the Social Science Citation Index, Journal Citation Report-Social Science edition.

Educational Management, Administration and Leadership is an international peer-reviewed journal which publishes original and significant contributions on educational administration, management and leadership from all over the world. This includes primary research projects located in schools, and in further, vocational and higher education institutions.

All issues of Educational Management Administration & Leadership are available to browse online .

This journal is a member of the Committee on Publication Ethics (COPE).

Educational Management, Administration and Leadership is an international peer-reviewed journal which publishes original and significant contributions on educational administration, management and leadership, in its widest sense, from all over the world. This includes primary research projects located in schools, and in further, vocational and higher education institutions.

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This Journal is a member of the Committee on Publication Ethics

Please read the guidelines below then visit the Journal’s submission site  http://mc.manuscriptcentral.com/emal to upload your manuscript. Please note that manuscripts not conforming to these guidelines may be returned. Remember you can log in to the submission site at any time to check on the progress of your paper through the peer review process.

Only manuscripts of sufficient quality that meet the aims and scope of Educational Management Administration & Leadership will be reviewed.

There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below.

As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere. Please see our guidelines on prior publication and note that Educational Management Administration & Leadership  may accept submissions of papers that have been posted on pre-print servers ; please alert the Editorial Office when submitting (contact details are at the end of these guidelines) and include the DOI for the preprint in the designated field in the manuscript submission system. Authors should not post an updated version of their paper on the preprint server while it is being peer reviewed for possible publication in the journal. If the article is accepted for publication, the author may re-use their work according to the journal's author archiving policy. If your paper is accepted, you must include a link on your preprint to the final version of your paper.

If you have any questions about publishing with Sage, please visit the Sage Journal Solutions Portal

• What do we publish? 1.1 Aims & Scope 1.2 Article types 1.3 Writing your paper
• Editorial policies 2.1 Peer review policy 2.2 Authorship 2.3 Acknowledgements 2.4 Declaration of conflicting interests 2.5  Research Data
• Publishing policies 3.1 Publication ethics 3.2 Contributor's publishing agreement 3.3 Open access and author archiving
• Preparing your manuscript 4.1 Formatting 4.2 Artwork, figures and other graphics 4.3 Supplemental material 4.4 Reference style 4.5 English language editing services
• Submitting your manuscript 5.1 ORCID 5.2 Information required for completing your submission 5.3 Permissions
• On acceptance and publication 6.1 Sage Production 6.2 Online First publication 6.3 Access to your published article 6.4 Promoting your article
• Further information

1. What do we publish?

1.1 Aims & Scope

Before submitting your manuscript to Educational Management Administration & Leadership , please ensure you have read the Aims & Scope .

1.2 Article Types

Educational Management, Administration & Leadership publishes articles that include original primary research that can be empirical, literature reviews, or new conceptualisations of policy and practice.

Your articles should be no more than 8,000 words, including references.

Authors are also able to provide a translation of their article in a language of their choice. Please indicate at submission if a translation of your article exists. This translated version should be uploaded as Supplemental Material ( see 4.3 ) when uploading the final version of your article. Please note that only the English version will be subject to peer review.

1.3 Writing your paper

The Sage Author Gateway has some general advice and on  how to get published, plus links to further resources. Sage Author Services also offers authors a variety of ways to improve and enhance their article including English language editing, plagiarism detection, and video abstract and infographic preparation.

1.3.1 Make your article discoverable

When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online .

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2. Editorial policies

2.1 Peer review policy

The journal adheres to a rigorous double-anonymize reviewing policy in which the identity of both the reviewer and author are always concealed from both parties. Each manuscript is subject to initial review by the Editor. All papers are then reviewed by at least two referees.Guidelines for referees are available here . All manuscripts are reviewed as rapidly as possible, and an editorial decision is generally reached within 6-8 weeks of first submission. Translations of articles uploaded as Supplemental Material are not peer reviewed.

2.2 Authorship

All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.

Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools .

2.3 Acknowledgements

All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.

Please supply any personal acknowledgements separately to the main text to facilitate anonymous peer review.

2.3.1 Third party submissions

Where an individual who is not listed as an author submits a manuscript on behalf of the author(s), a statement must be included in the Acknowledgements section of the manuscript and in the accompanying cover letter. The statements must:

•    Disclose this type of editorial assistance – including the individual’s name, company and level of input  •    Identify any entities that paid for this assistance  •    Confirm that the listed authors have authorized the submission of their manuscript via third party and approved any statements or declarations, e.g. conflicting interests, funding, etc.

Where appropriate, Sage reserves the right to deny consideration to manuscripts submitted by a third party rather than by the authors themselves.

2.4 Declaration of conflicting interests

Educational Management Administration & Leadership encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the Sage Journal Author Gateway .

2.5 Research Data

The journal is committed to facilitating openness, transparency and reproducibility of research, and has the following research data sharing policy. For more information, including FAQs please visit the Sage Research Data policy pages .

Subject to appropriate ethical and legal considerations, authors are encouraged to:

• share your research data in a relevant public data repository
• include a data availability statement linking to your data. If it is not possible to share your data, we encourage you to consider using the statement to explain why it cannot be shared.
• cite this data in your research

3. Publishing Policies

3.1 Publication ethics

Sage is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway .

3.1.1 Plagiarism

Educational Management Administration & Leadership and Sage take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software. Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.

3.1.2 Prior publication

If material has been previously published it is not generally acceptable for publication in a Sage journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the Sage Author Gateway or if in doubt, contact the Editor at the address given below.

3.2 Contributor's publishing agreement

Before publication, Sage requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. Sage’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants Sage the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than Sage. In this case copyright in the work will be assigned from the author to the society. For more information please visit the Sage Author Gateway .

3.3 Open access and author archiving

Educational Management Administration & Leadership offers optional open access publishing via the Sage Choice programme and Open Access agreements, where authors can publish open access either discounted or free of charge depending on the agreement with Sage. Find out if your institution is participating by visiting Open Access Agreements at Sage . For more information on Open Access publishing options at Sage please visit Sage Open Access . For information on funding body compliance, and depositing your article in repositories, please visit Sage’s Author Archiving and Re-Use Guidelines and Publishing Policies .

4. Preparing your manuscript for submission

4.1 Formatting

The preferred format for your manuscript is Word. LaTeX files are also accepted. Word and (La)Tex templates are available on the Manuscript Submission Guidelines page of our Author Gateway.

4.2 Artwork, figures and other graphics

For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit Sage’s Manuscript Submission Guidelines.

Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.

4.3 Supplemental material

This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images, translations etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplementary files .

4.4 Reference style

Educational Management Administration & Leadership adheres to the Sage Harvard reference style. View the Sage Harvard guidelines to ensure your manuscript conforms to this reference style.

If you use EndNote to manage references, you can download the Sage Harvard EndNote output file

4.5 English language editing services

Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information.

5. Submitting your manuscript

Educational Management Administration & Leadership is hosted on Sage Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit http://mc.manuscriptcentral.com/emal to login and submit your article online.

IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created.  For further guidance on submitting your manuscript online please visit ScholarOne Online Help.

As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID . ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized. 

The collection of ORCID IDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID ID you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID ID will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID ID is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

If you do not already have an ORCID ID please follow this link to create one or visit our ORCID homepage to learn more.

5.2 Information required for completing your submission

You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. The affiliation listed in the manuscript should be the institution where the research was conducted. If an author has moved to a new institution since completing the research, the new affiliation can be included in a manuscript note at the end of the paper. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).

5.3 Permissions

Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the Sage Author Gateway .

6. On acceptance and publication

6.1 Sage Production

Your Sage Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be made available to the corresponding author via our editing portal Sage Edit or by email, and corrections should be made directly or notified to us promptly. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate.

6.2 Online First publication

Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the Sage Journals help page for more details, including how to cite Online First articles.

6.3 Access to your published article

Sage provides authors with online access to their final article.

6.4 Promoting your article

Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The Sage Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice. 

7. Further information

Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Educational Management Administration & Leadership editorial office as follows:

Professor Tony Bush Editor Educational Management Administration & Leadership The University of Nottingham School of Education Jubilee Campus Wollaton Road Nottingham NG8 1BB UK

email: [email protected]

Technical queries: Louise England

email:  [email protected]

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Please note you do not have access to teaching notes, school administration in a changing education sector: the us experience.

Journal of Educational Administration

ISSN : 0957-8234

Article publication date: 10 August 2012

Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally‐constrained federal government, resource‐poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers.

Design/methodology/approach

The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA.

While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders.

Originality/value

Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

• United States of America
• Educational administration
• Government policy
• Administration

Spillane, J.P. and Kenney, A.W. (2012), "School administration in a changing education sector: the US experience", Journal of Educational Administration , Vol. 50 No. 5, pp. 541-561. https://doi.org/10.1108/09578231211249817

Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited

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School administration in a changing education sector: The US experience

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Research output : Contribution to journal › Article › peer-review

Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally-constrained federal government, resource-poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers. The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA. While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders. Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

• Administration
• Educational administration
• Government policy
• United States of America

ASJC Scopus subject areas

• Public Administration

This output contributes to the following UN Sustainable Development Goals (SDGs)

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• 10.1108/09578231211249817

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• Link to publication in Scopus
• Link to the citations in Scopus

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• Educational Management Social Sciences 100%
• Education Social Sciences 100%
• USA Social Sciences 100%
• Industrial Sector Social Sciences 100%
• Experience Social Sciences 100%
• education INIS 100%
• schools INIS 100%
• administration INIS 100%

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Y1 - 2012/8/10

N2 - Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally-constrained federal government, resource-poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers. The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA. While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders. Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

AB - Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally-constrained federal government, resource-poor state governments, and an overall system of segment arrangements for governing education. However, the US education policy environment has changed dramatically over the past several decades, with standards and high stakes accountability becoming commonplace. The purpose of this paper is to examine the entailments of shifts in the policy environment for school administrative practice, focusing on how school leaders manage in the middle between this shifting external policy environment and classroom teachers. The paper's focus is on how school administration manages the dual organizational imperatives of legitimacy and integrity in a changing institutional environment. This paper is an essay in which the authors reflect on the entailments of shifts in the education sector for school administration over the past quarter century in the USA. While considerable change for school administrative practice is suggested, the authors argue that organizational legitimacy and organizational integrity are still central concerns for school leaders. Although the paper's account is based entirely on the US education sector, several aspects of the framing may be relevant in other countries.

KW - Administration

KW - Educational administration

KW - Government policy

KW - Leadership

KW - Schools

KW - United States of America

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JO - Journal of Educational Administration

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A study of the roles of school administrators in increasing the quality of school life through social responsibility projects in primary schools

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

The structure and expectations of societies are constantly changing, developing, and advancing as time demands. Accordingly, the vision, mission, purpose, and objectives of educational institutions are changing and are shaped according to the expectations of the society. School Directors, teachers, and families, briefly the community, should know that schools are institutions that best fulfill children’s learning, and make them feel happy and safe. A cheerful and peaceful school environment always brings academic success. Children who have a quality school life are aware of the responsibility for their behaviors as well as the social responsibilities for their environment. Thus, students who are closely interested in social responsibility projects are not just academically developed; at the same time, their social, emotional, and mental development increases, and their social cohesion and awareness develop. This research aims to examine ways to improve the quality of social life in schools through social responsibility projects to be started as well as opinions by School Directors. In this study, the qualitative method and case study design were used. The study group of this research consisted of 15 teachers working in primary schools affiliated with the Department of Primary Education of the Ministry of National Education. The participants were interviewed through live connections. The findings revealed that students are very willing to take part in social responsibility projects, and significant improvements have been made in their academic achievement; they attended more willingly, and there have been noticeable changes in the quality of the school.

Introduction

Education is a multifaceted process consisting of wide, complex, and diverse teaching and learning levels. Therefore, in addition to the courses processed in the classroom, the behavioral changes that are desired to be created in the student can be achieved in different and various ways. Since education is a whole, it is very important to develop effective and emotional behaviors such as helping, sharing, cooperating, and the students’ academic development. For this reason, the school administrators should be well aware of their educational leadership and offer forward activities. In addition to academic achievements, the development of students’ developmental behavior is reflected in the quality of school life. Special emphasis should be placed on the quality of school life by administrators and teachers. Yılmaz (2005) emphasized it is crucial to examine the quality of school life, students’ interests and expectations, their reactions toward their teachers, and their commitments. The behaviors and characteristics that society expects to see in individuals, especially in primary school students, will only be adopted through good management and healthy organization. To have all the academic, social, physical, mental, and developmental characteristics necessary for the development and success of students, the main task in planning and conducting research in this field falls to the school administrator. Thus, in addition to academic knowledge, well-planned and managed social activity studies are also important in contributing to students in all areas ( Kir, 2013 ).

Social activities, which have an important place among the tasks of educational institutions, are shaped by the desire and perseverance to work within the teacher, which arouses students’ interest and desire. The responsibility taken by the student and the happiness in fulfilling this responsibility shows how important social activities are in his/her life ( Yılmaz, 2007 ).

Giving students a say in the functioning of the school also leads to more efficient social activities. The quality and importance of the communication that the school administrator provides with students and the opportunities that the school provides for the student affect the students’ commitment to the school ( Yüksel, 2012 ).

Suh and Traiger (1999) stated that the importance and necessity of both parental and social responsibility arose when children were given personal responsibility education in schools and that the school curriculum should support moral decisions and parents’ value education ( Gündüz, 2018 ).

Extracurricular activity studies have an important place in the student’s life. With such extra-course activities, there are good developments in the behavior of students, there are forward increases in school performance, there are noticeable decreases in school absences, socialization is ensured in all directions, and they are effective in becoming adult’s worthy of their family and society. Therefore, school administrators should be planners, routers, and guides and make teachers realize, encourage, and support how important such activities are in education ( Filiz and Nayir, 2015 ).

It is important for students to experience and develop citizenship qualifications, which include various skills and qualities such as voluntary behavior, empowerment, civic activity, and critical thinking, which indicate community benefit, cooperation, and non-reward, both in the classroom settings and in communities where this environment is expanded ( Coşkun, 2020 ).

With this research, an answer was sought to the question “What are the opinions of school administrators about increasing the quality of school life through social responsibility projects in primary schools?”

The results of this research are as follows: In primary educational institutions, it is thought that “what extra-curricular activities are, how the students’ desire to participate in these activities is, what are the positive and negative behaviors that extra-curricular activities bring to students, will contribute to the area where the future of the students will be bright and will be satisfactory for families and school.” To achieve this goal, answers to the following interview questions were sought.

1. As a primary school administrator, what do you think about the “quality of school life?”

2. What duties are assigned to the school administrators in terms of increasing the quality of school life?

3. What projects can be carried out and what are their roles in social responsibility issues?

4. What do you think should be done to increase social responsibility projects in primary schools?

5. Does the increase of social responsibility projects in primary schools have an impact on the quality of school life?

Literature review

As mentioned above, there are a large number of researches relating to social responsibility projects. Nevertheless, few of these researches have been concentrated on social responsibility project in schools. For schools which is our interest, Tuzcu and Savaşkan (2020) stated that social responsibility projects not only supply social outcome but at the same time provide individual and organizational achievements. Cetindamar and Hopkins (2008) underline that the integration of social responsibility into education is a daunting—and rewarding—task of assisting students in understanding diverse values and gaining action skills. Pozo et al. (2016) in their research titled “ Teaching personal and social responsibility model-based programmers in physical education. A systematic review ” pointed out that when students are offered the right strategies and skills, they will be more responsible in their daily lives, both in and out of the school context. Selvi and Şentürk (2016) aimed to explain the “ Social responsibility approach in civil society organizations. ” The study stressed that social responsibility is not just related to a single industry. It is a notion that affects all classes of society. Social responsibility projects are planned to raise awareness of environmental and social issues in our children, who are the future of our country, to find solutions to problems, and to help children develop themselves and carry out social responsibility projects ( Uğurlu and Arslan, 2015 ).

Toma (2006) reported that “quality” has a close relationship with social responsibility and is a widely applied concept, targeting both products and services and the environment, and life in general. Busher et al. (2015) stated that the essential task for schools is to guide students to achieve the planned goals. Thus, an effective and successful school can be defined as students having achieved the goals planned for them. Seçer and Sari (2006) claimed that social responsibility activities play an essential role in students’ life. Thus, if the school guides the students to join these activities, the students will be happier and more willing to go to school.

In light of the above research, it indicates once again that social responsibility projects are essential in human life. Moreover, they increase the quality of school life.

Methodology

In this section, the topics of research pattern, study group, data collection process, data collection tool, and data analysis are discussed. The qualitative research method was administered to determine the views of school administrators on “the roles of school administrators in increasing the quality of school life through social responsibility projects in primary schools.” One of the qualitative research patterns, “the case study,” was used to collect data for the study ( Yin, 2011 ). The case study approach is particularly useful to employ when there is a need to obtain an in-depth appreciation of an issue, event, or phenomenon of interest, in its natural real-life context ( Crowe et al., 2011 ). In addition, the semi-structured interview technique from qualitative research methods was used in the study.

Data collection procedures

After obtaining the necessary permits from the Ministry of Education of the Turkish Republic of Northern Cyprus, face-to-face interviews and connections were conducted with the participants between 25 October and 5 November 2020. They were briefed on all the rules well in advance and were assured about the purpose of the study and confidentiality. Each of the interviews lasted about 35 min. The participants were asked five open-ended questions, and their responses were noted down on interview forms.

The questions presented to the participants in the interview form were written in clear, simple, understandable, and proper Turkish. The Interview Form is called “Views about the Roles of School Administrators in Improving the Quality of School Life through Social Responsibility Projects in Primary Schools.” The form consists of two parts. The first part includes demographic (personal) information about school administrators, while the second part contains interview questions that will reveal the purpose of the research. Pilot applications were also carried out with several school administrators to control these questions.

Data analysis

The data obtained were first conceptualized and organized logically. Then, themes were created to analyze the data using the content analysis method ( Downe-Wamboldt, 1992 ). Based on exploring themes and codes, the researchers have created their groups and themes and they also resolved the data and encoded it. The participants were codified as A1, A15 etc. (A referring to Administrator). The encodings were separated and placed under the themes. Finally, frequency and percentage tables for encodings were created.

The participants were 15 primary school administrators in the Turkish Republic of Northern Cyprus, Ministry of National Education in the 2020–2021 academic year.

The researchers’ role in this study serves as an intermediary between the participants and the data that was being collected. Also, the researchers’ role is to analyze the information in detail and construe the hypothesis. The focus group that was interviewed in this study are primary schools’ administrators in North Cyprus. In this research paper, the data were collected from 25 participants who are well experienced and responsible in their present job.

Limitations of the study

This research is limited to public and private primary schools in six different districts of the TRNC between the 2019 and 2020 academic year, and the working group is limited to 25 primary school administrators. Finally, for document analysis, the pictures are obtained before COVID-19.

As can be observed in Table 1 , the 15 primary school administrators are considered to be young, between the ages of 35 and 45.

Demographic characteristics of the participants.

The findings of the study were revealed based on the answers to the five interview questions asked to the participants. Six themes were found in the study, and the findings of these themes were tabled in frequency and percentage as presented below.

When Table 2 is examined, it can be seen that the views by the school administrators about the “quality of school life” are classified under 109 codes and 11 themes. Fifteen of the views expressed school life as “a place where teachers, students, and all the staff are happy,” 14 as “good level of education and training,” 13 as “teachers are successful and qualified,” 11 as “a safe structure and school environment in all directions and an institution where socialization takes place,” 10 as “social activities are at the forefront,” 9 as “have a disciplined school environment,” 7 as “a technologically advanced structure,” 6 as “a clean and orderly environment,” and 5 as “good relations with the Ministry of Education.”

Administrators’ views about the “quality of school life.”

I believe that school administrators should not be in the latest place in their relationship with the Ministry of Education when linking the “quality of school life” more to the fact that the school is seen as a happy nest that education and training are good and that school teachers are successful and qualified. Because the Ministries of Education have a very important place in the quality of the schools. Some of the administrators’ views are as follows:

“According to me, a qualified school represents a home where teachers, students and all the staff are happy. It also shows a structure in which students socialize” (A1)

“In my opinion, it creates an environment where all developmental characteristics of students are improved. It also expresses a clean and orderly environment, a disciplined structure.” (A6)

“It is explained that education and training are at a good level, teachers are successful, qualified, and well aware of the studies carried out.” (A10)

“A qualified school reminds me of a quality school structure. The headmaster dedicated himself to education and training all his staff to succeed in all aspects. In addition, it emphasizes social activities for student development” (A10).

As in Table 3 , the administrators’ views about the subject question are classified under 87 codes and eight themes. Fourteen views emphasized good communication with the students, teachers, and the other staff, 13 expressed the task as paying attention to extracurricular activities, 12 stressed the importance of enjoyable educational activities, according to students’ expectations and learning levels and “provide a learning environment, 10 advocated taking students’ opinions into account in some applications,” eight said the diversity of course tools needed to be increased, and seven suggested more physical equipment.

Duties of school administrators in improving the quality of school life.

In my opinion, this ranking should also include the importance of “the close communication and relationships of school administrators with families.” Some of the their views are as follows:

“For me, in order to create a qualified school, important tasks are assigned by the school administrators in the first place. At all times, the teacher, student, and all the other staff should involve in taking steps and raising ideas.” (A2)

“In my opinion, the architect of a qualified school is the school administrator. He should pay attention to extracurricular activities with plans and programs that he will prepare, to make the learning environment enjoyable.” (A7)

“In my opinion, the most important task in increasing the quality of school life falls in the school administrator. Educational activities should be made enjoyable to respond to student expectations and learning levels, providing students with a learning environment to do and learn.” (A11)

“School Directors should pay attention to the social and personal development of the students as well as their academic development, and in some applications, their opinions should be taken into account to make them feel confident. In addition, provide a course diversity and create an appropriate working environment” (A15)

As Table 4 reveals, the roles of school administrators are classified under 134 codes and 12 themes. 15 participants advocated awareness of responsibility, 15 emphasized that education is not only academic information, 14 pointed to the importance of planning, schedule, and coordination, 13 said administrators should be models for the staff and students, 12 suggested referring to the views of all stakeholders, 11 stressed encouragement and rewards for teachers and students, 10 stated that social responsibility should be a way of life, nine said schools should get support from family associations and parents as well as from the local government, eight pointed out that schools should get support from the environment, institutions, and organizations, and seven advocated the need for financial and moral support from the Ministry of National Education.

Role of school administrators in social responsibility projects.

It should not be overlooked that financial support is also needed in the full fulfillment of social responsibility projects. In this study, school administrators considered the need for financial support in the latest plan. There should be sponsors who will provide financial support directly for the project. Some of the administrator views are as follows:

“F or me, all the staff and particularly the students should be made aware of responsibilities at an early age and should know that education is not only academic knowledge” (A3)

“A school director should implement plans and programs in social responsibility projects, work in coordination, and be a role model for all school staff and especially students” (A5).

“My opinion is that ideas and recommendations from stakeholders should be considered, encouraged and to increase students’ success in social responsibility projects.” (A8).

“We, the school administrators, should firstly assume social responsibility awareness a principle so as to be able to raise awareness among all the involved. We should also point out that education does not only consist of academic knowledge. All the requirements for student development need to be met. Schools should get support from family associations, parents, local governments, the environment and organizations.” (A13).

As in Table 5 , the subject question is classified under 101 codes and nine themes. Fifteen participants are in favor of “charity and solidarity events,” 15 for “health activities,” 14 for “environmental awareness activities,” 12 for “sporting events,” 11 for “educational activities,” 10 for “cultural and artistic activities,” nine for “activities to love and protect animals,” eight for “craft activities,” and seven for “natural disaster prevention activities.” In this respect, he demonstrated with the first three themes that the TRNC is a Nation that is sensitive to its people and cares about the value judgments of its society. Some of the administrator views are as follows:

Social responsibility projects that can be done in primary schools.

“According to me, cooperation and solidarity activities, activities in the field of health are the social responsibility projects that we face the most frequently” (A1).

“If a school adminstrator knows the demographic status of his school and its surroundings well, he will be successful in implementing social responsibility projects. At this point, the importance of environmental awareness and organization of activities should be well understood” (A4).

“For me, social responsibility projects should include sports events, educational, cultural and artistic1 activities.” (A9).

“Generally, Social responsibility projects such as clothing, books, various tools, hospitals, nurseries, wellness training, nursing homes, first aid training, and hygiene training are carried out for families in need.” (A2).

Discussion and conclusion

The participants of this study consist of 15 school administrators working in primary schools affiliated with the Ministry of Education of the Turkish Republic of Northern Cyprus in the 2020–2021 academic year. In the study, the opinions of the school administrators were taken to examine their roles in school administration and improving the quality of school life through social responsibility projects. Interviews were conducted through live connections.

The study revealed that social responsibility projects have an important place in improving the quality of school life, in which the administrators have the most important tasks in this regard. They maintain the functioning of the school in good communication with students, teachers, and all staff. In addition, educational activities are made enjoyable according to the expectations and learning levels of the students and increase the need for extra-class activities. The importance of learning doing is strongly emphasized. Similarly, in research conducted by Wigmore-Álvarez and Ruiz-Lozano (2012) and Cristina et al. (2017) , it was pointed out that how quality management can be a foundation for developing social responsibility. In addition, this finding of the current study is also supported by the research of Sitnikov and Bocean (2015) .

For organizations to embrace ethically and socially responsible thinking, the provision needs to be “proactive,” with fundamental ethics programs taught by committed schools ( Cornelius et al., 2007 ). Apaydın and Ercan (2010) mention on how social responsibility projects are also important for schools and in their study primary school administrators had more positive ideas about human rights, environmental problems, and business ethic than secondary school administrators did. Kelley et al. (2008) have similar findings to our study that school’s engagement in the process of practicing social responsibility and clarifying its meaning and application has made apparent the natural linkage between social responsibility and professionalism.

The participant school administrators stated that the best way to succeed in social responsibility projects is to align these activities with educational programs, carry out planned and programmed work with the teams to be created, and raise awareness by adding all stakeholders to contribute starting at an early stage. Increasing social responsibility projects in primary schools have had positive effects on the quality of school life. George et al. (2018) also indicated that to improve students’ performance, educational institutions need to build a powerful strategy to boost educational services. In addition to increasing students’ academic success, there have also been positive effects on their continuity in school.

A school whose quality of life increases always has an exemplary position ( Durmaz, 2008 ). A planned, programmed, systematic, and coordinated order is formed in the structure and functioning of the school. A school environment that works in unity and togetherness is formed. Schools are not just a place that is separate from society and is taught in it; they are environments in which community life is experienced in a real and effective way ( Dewey, 2010 ).

Special attention should be given to the quality of school life by administrators and teachers. It is very important to examine the quality of school life due to the relationship between both the qualifications of school life and their academic achievements. Students’ communication with their teachers and their commitment to their duties at the school are of crucial importance in school life ( Yılmaz, 2005 ). With school quality of life, we can see students’ sense of acceptance and ownership of school, love and respect for their friends and teachers, socialization, and academic success ( Erden and Erdem, 2013 ).

According to Argon and Demirer (2015) , school administrators should determine the vision and mission of the school to increase student’s awareness of social responsibility while revealing the quality of school life; they should share the mission and vision with all stakeholders. In social responsibility projects, students and parents, as well as school administrators and teachers, should effectively maintain their contributions and support in their relations with the school environment.

To be effective, especially school administrators and teachers have important tasks. It should be noted that these planned and programmed projects motivate students against their school and lessons and lead them to success, as well as increase the quality of school life. According to Kucinska-Landwojtowicz et al. (2020) , applying a process approach to the management of educational activities is possible.

Recommendations

This study aimed to find out the system to develop the quality of social life in schools through social responsibility projects. It was found that students are excited to take part in social responsibility projects. Thus, significant improvements have been made in their academic achievement.

It can be suggested that, in a school, if there is a weakness in the quality of school life, it should be investigated considering any economic, social, or political reasons. Moreover, in-service training can be provided assuming that administrators and teachers may not be conscious enough. In the same way, conferences can be organized to raise awareness of stakeholders outside the school.

It can be further stated that, as this study was carried out before the COVID-19 pandemic, present studies will possibly be more effective to see what activities were carried out during the pandemic. Furthermore, social responsibility projects should be planned and implemented in the field of education where all stakeholders can act together. Besides these, the region and environmental conditions of the school should be taken into account in determining social responsibility projects.

Data availability statement

Ethics statement.

The studies involving human participants were reviewed and approved by Ethical Committee Board of Near East University. The patients/participants provided their written informed consent to participate in this study.

Author contributions

Both authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Home > CEBS > ED_LEADER > ED_LEADER_THESES

Educational Administration, Leadership, and Research Theses

Theses and specialist projects from 2024 2024.

FEMALE LEADERS IN OCCUPATIONAL SAFETY AND HEALTH: PERCEIVED BARRIERS AND POTENTIAL INTERVENTIONS , Jacqueline Basham

TEACHER BACKGROUND AND UNDERREPRESENTED STUDENTS IN GIFTED EDUCATION , Kayla Berg

PERCEPTIONS OF STUDENTS IN A PUBLIC CHILD WELFARE CERTIFICATION PROGRAM FOLLOWING A MOCK TESTIMONY INTERVENTION , Monica Hines

REFINING THE GOALS OF PUBLIC EDUCATION IN THE UNITED STATES: AN EXPLORATORY SINGLE-CASE EMBEDDED STUDY OF A STUDENT-CENTERED PATH-GOALS SETTING , Tuan Pham

BUILDING BRIDGES: AN IMPROVEMENT SCIENCE APPROACH TO FOSTERING CROSS-GROUP CONNECTIONS AND FRIENDSHIPS AMONG ELEMENTARY SCHOOL STUDENTS , Cody Russelburg

Theses and Specialist projects from 2023 2023

The Role of Leaders in Implementing Effective Leadership Strategies Towards the Educational Barriers of US-based Refugee Students: A Qualitative Case Study of Congolese Refugee Students , Faustin Busane

Using Improvement Science to Address Early Elementary Teacher Efficacy and Competency When Addressing Trauma-Induced Behavior , Laura Hayes

Internationalization of Higher Education: Leadership Roles and Challenges Senior International Officers Face in Their Efforts to Internationalize Regional Comprehensive Universities in the United States , Ibrahima Yaro

Theses and Specialist projects from 2022 2022

Anxiety Patterns in Gifted Adolescents from Parents' Perspectives , Felicia Moreschi

The Impact of Teacher Perception of Gifted Individuals on the Instruction of Gifted Students , Justin Moreschi

Theses and Specialist projects from 2010 2010

Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement , Karl William Olive

Theses and Specialist projects from 2009 2009

How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom? , Patricia Ann Sharp

Theses and Specialist projects from 2008 2008

Principals and Teacher Leaders Co-Constructing Theories in Practice: Empowerment and Accountability Exchanged Through School Leadership , Janet Hurt

Theses and Specialist projects from 2007 2007

The Long-Term Effects of a Preschool Program , Kerry Holloman

Theses and Specialist projects from 2005 2005

The Residual Effect of Novice Primary Teachers on Reading Achievement Scores , Connie Mayo

Principal and Teacher Flow of Influence in High-Achieving, High Poverty Schools , Lisa Murley

Reading Achievement: The Impact of America's Choice in Kentucky's Schools , Brent VanMeter

Theses and Specialist projects from 1999 1999

A Comparison of the Transition of Special Needs Students to Regular Education Students , Anita Burnette

Theses and Specialist projects from 1998 1998

Assessment of the Academic Needs of Students Enrolled by the Bowling Green Community College & the Development of a Learning Assistance Model Which Will Maximize Their Probability of Success , Elizabeth Riggs

Theses and Specialist projects from 1996 1996

Assessing Variables Related to Participant Knowledge Retention at General Project Management Training for New Trio Personnel , Charlene Manco

Assessing the Persistence to Graduation of Students Joining Fraternities at Western Kentucky University , Charles Pride

Theses and Specialist projects from 1994 1994

A Comparison of the Tests of Adult Basic Education and the Health Occupations Basic Entrance Test in Predicting Academic Success in Practical Nursing Programs , Sally Crenshaw

Assessing the Efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) Dropout Prevention Program at Western Kentucky University for At-Risk High School Students , Kaye Foust

Theses and Specialist projects from 1993 1993

Attendance at a University Residential Summer Camp & Students’ Subsequent Enrollment at that University , Mae Guinn

Theses and Specialist projects from 1992 1992

A Study of an Academic Enrichment Program at Western Kentucky University , Huda Melky

Effect of a Summer Camp on the Self-Concept & Wilderness Anxiety of Fifth & Sixth Grade Campers , Mazen Melky

The Relationship Between Meaning in Life & the Occurrence of Drug Abuse: An Epidemiological Retrospective Study , Thomas Nicholson

Teacher Influence in Site-Based Decision Making: A Descriptive Study , Keith Restine

Theses and Specialist projects from 1991 1991

An Analysis of Kentucky’s Principals: Perceptions and Preparedness to Assume the Role of School Based Management , Byron D. Jeffries

Theses and Specialist projects from 1990 1990

Public Relations: Its Importance in the Public School System , Lawrence Crittenden Hunter

A Comparison of the Frequencies of Selected Teaching Behaviors of Trained and Untrained Teachers , Raymonde Antonia Frances Joseph

Stress Indicators of Kentucky Elementary Principals , Helen Kirby

Site-Based Management, Knowledge Base of Kentucky Superintendents , Alan Reed

An Analysis of Attitudes of Administrators Towards Higher-Level Thinking Skills , Janet Zipprich

Theses and Specialist projects from 1989 1989

Peer Coaching & Change Implementation , Jolene Black

Premenstrual Syndrome-Related Personality & Cognitive Processing Alterations as Indicated by the Myers-Briggs Type Indicator , Linda Scariot

An Analysis of Selected Demographic Variables Concerning Kentucky School Supervisors , Margaret Sims

An Analysis of Administrative Computer Use by Secondary Principals in Kentucky , Darrell Witten

Using Collegial Leadership in a Design to Improve Instruction: The Curriculum & Instructional Leader Program , Cora Wood

Theses and Specialist projects from 1988 1988

Special Ideas , Marlene Ashby

Management Guide for Early Childhood Programs , Cathy S. Jording

A Survey of Factors Affecting Enrollment in Mathematics Teacher Education Programs , Rebecca Miller

Theses and Specialist projects from 1987 1987

Comparative Instructor Attitudes Toward College Level English and Mathematics Experiences for Gifted High School Students , Bruce Vickers

A Study of the Educational Needs of Business & Industrial Employees & a Proposed Industrial Education Degree , Palisa Williams

Theses and Specialist projects from 1985 1985

Factors Affecting Successful Use of Amplification in the Elderly Population , Joseph Etienne

The Effects of Various Kinds of Background Music on the I.Q. Scores of Ninth-Grade Students , L.C. Bud Johnston

Impact of the Educational & Life Planning Course on Undecided Students: An Evaluation Model , Diana Shores

Theses and Specialist projects from 1983 1983

An Evaluation of the Guidance & Counseling Program of the Bishop David Memorial High School , Richard Staples

Theses and Specialist projects from 1982 1982

The Development & Study of a Competency-Based Vocational Education Drafting Program , Kenneth Mussnug

Theses and Specialist projects from 1981 1981

A Model for Use in Planning an In-Service Training Program at Naval Air Technical Training Center, Lakehurst, New Jersey , Martha Gantt

The Effect of Summer Recess on the Reading Achievement of Title I Students at L.C. Curry School, Bowling Green, Kentucky , Virginia Scheider

A Survey to Assess the Awareness of the Bowling Green Community in Regard to the International Student Community at Western Kentucky University , Susan Tesseneer

A Study of the Holding Power and Follow-Up of North Bullitt High School Students (Classes of 1978, 1979 and 1980) , Robert Wagoner

Theses and Specialist projects from 1980 1980

A Study of Grade Retention & Social Promotion in the McLean County, Kentucky School District , John Settle Jr.

A Descriptive Study of the Problems Reported by Selected Students on Academic Probation at Western Kentucky University , James Somers Jr.

A Comparison of the Admission Criteria of Kentucky's Junior Colleges , Janet Walters

A Study of Factors Related to Low General Technical Scores on the Armed Services Vocational Aptitude Battery as Identified by Members of the Second Squadron, Seventeenth Cavalry, Fort Campbell, Kentucky , David Yates

Theses and Specialist projects from 1979 1979

A Comparison of Traditional Grass-Twist Backstops to One of Corrugated Cardboard Design Use on Indoor Ranges , Charles T. Crume Jr.

The Relationship of Sex-role Classifications, Measured Vocational Interests and Expressed Vocational Interests of Selected College Women , SallyAnn McLeod Koenig

A Comparison of Role Performance & Role Expectation of Supervisors in Selected Public School Districts in Kentucky , Mae Mefford

Alienation and the Associate Degree Student within the College of Business and Public Affairs of Western Kentucky University , Leonard Schira

Theses and Specialist projects from 1978 1978

The Perceived Role of the University Residence Hall Director , Jan Akers

A Survey of the Work-Study Programs in the State Universities of Kentucky , Glen Knight

A Comparative Study of the Expenditures of the Robertson County, Tennessee, Pupil Transportation System , James Talley Sr.

Theses and Specialist projects from 1977 1977

ocial Factors & Perceived Problems as Predictions of Success in Basic Combat Training , James Georgoulakis

Theses and Specialist projects from 1975 1975

A Descriptive Study of Ninth Grade Reading Programs in Schools of the Second Education District of Kentucky , Eloyse Jean Groves

Theses and Specialist projects from 1974 1974

A Position Paper of Environmental Education for Nelson County , Geneva B. Hunt

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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61 Comments

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Special education

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Research title related to school of students

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Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

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parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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Educational administration and legal issues

Educational administrators must navigate a myriad of legal considerations in their daily decision-making and leadership practices. From ensuring compliance with education laws and regulations to addressing legal risks and liabilities, educational administrators play a critical role in promoting legal compliance, safeguarding students' rights, and maintaining the integrity of educational programs and services.

In this blog, we will explore the legal landscape in education and how it affects educational administration.

The crucial role of educational administrators

Educational administrators do much more than administrative tasks . They shape the direction, effectiveness, and success of educational institutions at all levels, from preschools to universities. Their responsibilities encompass a wide range of managerial, leadership, and administrative functions that are essential for the smooth operation and continuous improvement of educational programs and services.

Charting a course for community and school success

Educational administrators provide leadership and strategic direction for their institutions. They develop and articulate a clear vision that aligns with educational standards and the needs of the community. They handle issues like low budgets, large student-teacher ratios, and student poverty. They provide solutions that will lead to positive change and growth, which include implementing school policies, integrating new curricula, and allocating resources. 1

Cultivating a culture of collaboration and growth that helps support teachers and the community

Educational administrators foster a positive organizational culture and climate that supports teaching, learning, and professional growth. They promote collaboration, communication, and teamwork among faculty, staff, students, and parents, creating a sense of belonging and shared purpose within the educational community. 1

Ensuring legal compliance for student well-being

Educational administrators are responsible for ensuring compliance with legal and regulatory requirements at the local, state, and federal levels while meeting the needs of students and educators. These requirements apply to the school facilities, curricula, instruction, and overall environment. Administrators ensure classrooms are clean and safe for students and teachers. They are responsible for hiring qualified teachers and for making sure students receive an education that follows the appropriate standards. 2

KU Course Connection: ELPS 752: Education Law

The Education Law course surveys the wide variety of legal questions and problems that relate to educational policy and practice. Education law is a complex topic that encompasses law related to school finance, rights of teachers, and implications of these on students. The course prepares school administrators and other educators to perform their duties in accordance with state and federal law and with respect for the legal rights of students, teachers, parents, and patrons. It is also appropriate for law students with an interest in the topic.

Legal foundations of education

The legal foundations of education provide the framework for ensuring that all students have access to quality education and that educational institutions operate within legal boundaries. At the core of these foundations is the constitutional framework for education, which varies from country to country.

Federal level

In the United States, the Constitution does not explicitly mention education. The 10th Amendment reserves powers not delegated to the federal government to the states, including the authority over education. 3

Federal laws still significantly govern education by establishing standards, regulations, and funding mechanisms for educational institutions. In the United States, federal laws provide funding and guidelines for K-12 education. One of these laws is the Individuals with Disabilities Education Act (IDEA), which “makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.” 4

Court decisions, such as Brown v. Board of Education , have shaped constitutional interpretations related to education, particularly regarding issues of segregation and equal educational opportunities. However, there is no federal right to education. The court decisions and policies that have positively impacted education have led us more to an idea that all children have the right to an equal education regardless of race, income, location, etc., guaranteed by the U.S. Constitution. 3

State level

The regulation of education is largely left up to state and local governments. State laws vary widely but often address issues such as curriculum standards, teacher certification, and school funding. Recently, states have passed various laws regarding cultural and societal issues. These laws have been made to dictate what teachers can say and teach and many of them involve race and gender. 5

Key legal issues in educational administration

Educational administrators face a variety of legal issues that shape their decision-making and management practices within educational institutions. Key legal issues in educational administration include:

• Student rights and discipline: Educational administrators must navigate legal considerations related to student rights, such as freedom of speech, privacy, and due process. They are responsible for implementing disciplinary policies and procedures that adhere to legal standards while ensuring a safe and supportive learning environment for all students 6
• Special education and IDEA compliance: Administrators must ensure compliance with the Individuals with Disabilities Education Act (IDEA) and other laws governing special education services. This includes providing appropriate accommodations, services, and support to students with disabilities, 4 as well as ensuring the development and implementation of Individualized Education Programs (IEPs) in accordance with legal requirements
• Teacher employment and labor laws: Educational administrators must adhere to federal and state labor laws governing teacher employment, including hiring practices, contracts, tenure, and dismissal procedures. They are responsible for ensuring compliance with laws related to wages, working conditions, and employee rights 7
• School finance and funding: Public school districts receive funding from local, state, and federal governments through taxes, grant programs, and other means. Administrators are responsible for equitable distribution of resources, compliance with funding formulas and regulations, and budgetary constraints. They must be transparent in financial management and reporting 8
• Bullying and harassment policies: Administrators are responsible for implementing and enforcing policies and procedures to address bullying, harassment, and discrimination in schools. They must comply with federal and state laws, such as Title IX and state anti-bullying statutes, to ensure a safe and inclusive learning environment for all students 9

Empowering high school students: Advocacy and support

High school students occupy a unique position within the public school system, facing a variety of challenges and opportunities as they pursue their education and prepare for the future. Educational administrators, including school principals and school officials, play a crucial role in ensuring that high school students receive the support and resources they need to thrive academically, socially, and emotionally.

One important aspect of supporting high school students involves understanding and addressing the ethical and legal issues that affect their educational experience. This includes safeguarding student's constitutional rights, promoting academic freedom, and upholding principles of ethical decision-making within the school environment. Educational administrators must navigate complex legal frameworks, such as the Student Succeeds Act and state regulations, to create inclusive and equitable learning environments that foster student achievement and school success.

Furthermore, school districts and educational organizations have a responsibility to advocate for policies and practices that prioritize the needs of high school students. This may involve collaborating with school boards and community stakeholders to address issues such as school safety, bullying prevention, and access to extracurricular activities. By championing the rights and well-being of high school students, educational administrators contribute to the overall success and vitality of the educational system.

Future trends and evolving legal issues

Educational policies significantly influence the practices and operations of schools, shaping various aspects of teaching, learning, and school administration. As education continues to evolve, several future trends and emerging legal issues are expected to shape the landscape of education law.

For instance, in early 2020, the global education landscape experienced a seismic shift due to the onset of the COVID-19 pandemic, leading to the widespread adoption of distance learning as schools grappled with unprecedented challenges.

This rapid integration of technology to facilitate student-teacher connectivity during the crisis merely expedited existing trends in educational technology . Significant investments have been made in recent years, totaling billions of dollars, to modernize classrooms with advanced educational technology.

Curriculum and civil rights

Increasing diversity, equity, and inclusion initiatives in schools may lead to legal debates and disputes over affirmative action policies, transgender rights, religious freedoms, and other civil rights issues. States have always had more power over schools, but it wasn’t until recently we saw mass use of this power. States are enforcing laws regarding banned books, lessons on race and gender, and the rights of certain students.

These laws bring into question violations of civil rights and freedom of speech and how these rights extend to students but not teachers. Moral, societal, and cultural issues have seemed to leak into education and “at least 64 laws have passed in half the country reshaping what students can learn and do at school, restricting what teachers can say about race, American history, and/or constrain lessons on gender identity, sexuality and LGBTQ issues.” 10

Several lawsuits throughout the country have been filed on behalf of teachers, school districts, and parents regarding these new policies in schools. For the most part, states and local governments have the final say in the policies they decide to integrate into their schools, but those policies still need to comply with the U.S. Constitution. How these lawsuits are ruled will be a real testament to the future of education.

Using emerging technology to enhance educational experiences

Another area of growing concern is technology in education . As technology continues to play an increasingly prominent role in education, there is growing concern that these implementations are going too fast, and security and privacy measures are being overlooked. 11 While technology can enhance lessons and be a vital resource in education, educators can face a range of legal issues related to technology integration, data privacy, intellectual property rights, and digital citizenship.

Ensuring compliance with laws such as the Family Educational Rights and Privacy Act (FERPA) and the Children’s Online Privacy Protection Act (COPPA) is essential for protecting students’ personal information and maintaining data security in educational settings. There are some exceptions to FERPA that allow teachers to use technology without parental permission. The technology must have “a legitimate educational interest and limits the resharing of information.” 12 AI tools might not fall under the FERPA exception, and schools need to do extensive research before exposing students to these tools. Even if the school deems a tool is safe to use, they must get parental permission. 12

The role of the National Education Association

The National Education Association (NEA) plays a pivotal role in advocating for the rights and interests of educators across the United States. As the largest professional organization representing educators, the NEA is committed to promoting the welfare of teachers, advancing the quality of education, and advocating for policies that benefit both educators and students.

Through its advocacy efforts, the NEA influences education policy at the national level, working to ensure equitable access to quality education for all students. By supporting ongoing professional learning, advocating for fair and ethical practices, and championing the well-being of educators, the NEA contributes significantly to the improvement of the public school system and the enhancement of student learning outcomes.

Empowering educational administrators through ongoing professional learning and professional development

Ongoing professional learning and development are essential for educational administrators to stay abreast of emerging trends, best practices, and legal requirements in the field of education.

As stewards of the school environment, administrators must continually refine their skills, deepen their knowledge, and engage in ethical decision-making to effectively lead their school districts and foster a supportive school culture. Through participation in educator preparation programs, workshops, seminars, and conferences, administrators can enhance their leadership abilities, improve student outcomes, and create a positive school environment conducive to student success.

In the end, by prioritizing ongoing professional learning and development, educational administrators can help cultivate a culture of excellence, empower school personnel, and ensure that ethical and legal issues are addressed proactively within the school community.

Unlock your full potential in educational leadership

Ready to make a difference in education through a better understanding of the complex world of education and legal issues? Don't wait to apply to the comprehensive online master's program in educational administration at the University of Kansas School of Education and Human Sciences for your opportunity to excel.

KU's program helps those who want to make a difference gain the expertise and skills needed to lead with confidence and address critical issues facing educational administrators today.

Connect with a KU admissions outreach advisor now to explore your options and take the first step toward becoming an educational administration leader.

• Retrieved on April 5, 2024, from linkedin.com/pulse/crucial-role-educational-leadership-shaping-future-dr-kim-moore-cttpe
• Retrieved on April 5, 2024, from indeed.com/career-advice/finding-a-job/what-is-educational-administration
• Retrieved on April 5, 2024, from teachingchannel.com/k12-hub/blog/constitutional-right-education/
• Retrieved on April 5, 2024, from sites.ed.gov/idea/about-idea/
• Retrieved on April 5, 2024, from washingtonpost.com/education/2022/10/18/education-laws-culture-war/
• Retrieved on April 5, 2024, from findlaw.com/education/student-conduct-and-discipline/discipline-and-punishment-constitutional-rights-of-students.html
• Retrieved on April 5, 2024, from findlaw.com/education/teachers-rights/teachers-rights-basics.html
• Retrieved on April 5, 2024, from pgpf.org/budget-basics/how-is-k-12-education-funded
• Retrieved on April 5, 2024, from justice.gov/crt/title-ix
• Retrieved on April 5, 2024, from washingtonpost.com/education/2023/03/17/legal-challenges-gender-critical-race-theory/
• Retrieved on April 5, 2024, from news.bloomberglaw.com/privacy-and-data-security/student-data-guardrails-draw-scrutiny-as-digital-learning-grows
• Retrieved on April 8, 2024, from govtech.com/education/k-12/cite23-ai-tools-raise-new-legal-questions-for-k-12

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Master in Public Administration

Prepare for greater responsibility across sectors with this flexible two-year program

Key Program Information

Program Length: Two years (varies for students pursuing concurrent degrees)

Degree Awarded: Master in Public Administration

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPA Program

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Elevate your impact as a public leader

The Master in Public Administration Program is for aspiring leaders with real-world experience and graduate-level coursework in economics, public policy, or management.

The Master in Public Administration (MPA) curriculum is flexible. You create a study plan that reflects your academic interests, focuses on your personal and professional aspirations, and integrates across disciplines.

You may also decide to pursue a concurrent degree in business, law, medicine, or other professional fields. You’ll earn two degrees in less time and acquire even more skills you can use to make a difference in the world.

“HKS provided opportunities for me to expand the narrative of what diversity looks like in foreign policy and foreign service.” —Korde Innis MPA 2023

About the MPA Program

The MPA curriculum is flexible. You’ll create your own 64-credit study plan that reflects your academic interests and professional aspirations.

As an MPA student, you’ll take eight credits in a Policy Area of Concentration as well as four credits in each of these key areas:

• Economics and Quantitative Analysis
• Management, Leadership, and Decision Sciences
• Public Ethics and Political Institutions

You’ll select your remaining credits to support your unique intellectual and professional objectives. You can take classes across academic disciplines at HKS and cross-register into courses at other Harvard graduate schools as well as at MIT Sloan School of Management and The Fletcher School at Tufts University. 

Sample Courses

• MLD-223: Negotiating Across Differences
• API-135: Economics of Climate Change and Environmental Policy
• DPI-640: Technology and the Public Interest: From Democracy to Technocracy and Back

Concurrent Degrees

You might consider  pursuing a second degree concurrently  if you’re interested in how the world’s public challenges can be addressed at the intersection of business, law, medicine, design, or other fields.

Pursuing a concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Concurrent degree students complete 48 credits at HKS, including four credits in each of the key areas:

Concurrent degree students are not required to fulfill the Policy Area of Concentration requirement.

Degree Requirements

The MPA Program consists of four semesters of full-time coursework in residence at HKS.

To graduate, you must:

• Earn at least 64 credits
• Finish with a GPA of B or better
• Earn a B- or higher in all courses counting towards the distribution requirements
• Matriculate as a full-time, in-residence student and take between 12-20 credits per semester
• Fulfill a Policy Area of Concentration requirement by taking eight credits in one of the policy areas at HKS
• Economics and Quantitative Analysis

HKS  faculty members  are among the most influential leaders and thinkers in their fields. They have contributed vital research and scholarship to their fields. Served in U.S. administrations. Founded learning labs to assist local communities. Led negotiations to reduce nuclear stockpiles. Reported on human rights abuses. Led efforts to address climate change. Advised governments and companies on gender equality.

They are doers as well as thinkers, shaping public policy and devising entrepreneurial approaches to public problems at the local, national, and international levels.  

MPA Faculty Chair

Kessely Hong

Mpa at a glance.

*Statistics are based on a five-year average.

Employment Snapshot:  MPA Class of 2023 Employment Sectors

* The number of private sector jobs secured by MPA graduates is, in large part, a reflection of the program’s many concurrent degree graduates.

Featured MPA stories

Elevating the stories of diverse, unsung women.

Jamie Mittleman MPA 2022 launched her COVID-adapted dream job: a platform for women Olympians and Paralympians.

A long military heritage shapes a desire for peace

Clark Yuan MPA 2022 wants unique perspectives to have a seat at the table when critical decisions are being made.

From Santiago to Cambridge to Paris

For Ingrid Olea MPA 2020, a journey that started with a career change has led to remarkable achievements in education policymaking.

Applying to the MPA Program

Prerequisites.

There are specific academic and professional prerequisites required to apply to the MPA Program. You must have:

• A bachelor’s degree with a strong academic record 
• Three years of professional work experience by September 1 of the year you would enroll in the program
• Master of Business Administration
• Master of International Business
• Master of International Development
• Master of International Economics
• Master of Science in Engineering

How to Apply

A complete application to the MPA Program includes the following: 

• Online application
• Three letters of recommendation
• GRE or GMAT required
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit results of the TOEFL, IELTS, or Cambridge English exam
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply . 

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master's degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master ’ s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

At HKS, we consider financing your education to be a partnership and are here to help guide you. We encourage you to explore all opportunities for funding .

Learn more about the HKS community

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Texas Attorney General Sues Biden Admin. For Title IX Misuse

Texas Attorney General Ken Paxton just  sued  the Biden Administration for its unlawful use of Title IX to allow trans-identifying males the ability to compete in women's sports and use women’s bathrooms in public schools.

In early April, the Education Department revealed new regulations that would prohibit schools from being allowed to protect biological girls sports and safety. The new regulations are set to take place in August, hence Paxton’s decision to sue the Biden Administration with the help of America First Legal (AFL).

The new requirements would expand the definition of the word “sex” to include a student’s self-professed “gender identity.” Now, any educational program that receives federal funding like K-12 schools, colleges and universities will be required to adhere to the wishes of any student who identifies as a gender that isn’t scientifically accurate. Essentially then, a male student who claims to be transgender and identifies as a girl, would be welcomed into all spaces dedicated to actual girls. 

The Department of Education formally amended the Code of Federal Regulations to adhere to the new rule. 

A Press Release from Paxton’s office released Monday indicated that:

This rule violates existing federal law, ignores the Constitution, and denies women the protections that Title IX was intended to afford them. The Biden Administration has exceeded its authority and radically distorted the meaning intended by Congress when the law was made. Further, the changes would fundamentally transform the educational atmosphere of publicly funded educational institutions, forcing communities to capitulate to unscientific gender ideology and putting girls and women at risk in K-12 schools and on college campuses.

The new regulations also note that it would be considered “harassment” to use someone’s biologically accurate pronouns if they choose to live with a delusional sense of identity.

Texas will not allow Joe Biden to rewrite Title IX at whim, destroying legal protections for women in furtherance of his radical obsession with gender ideology,” said Attorney General Paxton. “This attempt to subvert federal law is plainly illegal, undemocratic, and divorced from reality. Texas will always take the lead to oppose Biden’s extremist, destructive policies that put women at risk.

America First Legal’s president Stephen Miller noted how this lawsuit is needed in order to protect young girls:

Biden’s new Title IX regulation is a vile obscenity: it forces women and girls to share locker rooms and restrooms with men. It forces them to call a he, a she, and to pretend in every way that a man is a woman, humiliating, degrading, and erasing women. This is an abomination, and as outside counsel for Texas we will battle this regulation in court with all the legal fight we can bring. It must be defeated for the sake of American women and for the sake of our daughters.

It’s really sad that we’re still having this fight when one slide clearly cares about the safety of young girls and the other cares about pushing an agenda.

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Biden Administration Releases Revised Title IX Rules

The new regulations extended legal protections to L.G.B.T.Q. students and rolled back several policies set under the Trump administration.

By Zach Montague and Erica L. Green

Reporting from Washington

The Biden administration issued new rules on Friday cementing protections for L.G.B.T.Q. students under federal law and reversing a number of Trump-era policies that dictated how schools should respond to cases of alleged sexual misconduct in K-12 schools and college campuses.

The new rules, which take effect on Aug. 1, effectively broadened the scope of Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. They extend the law’s reach to prohibit discrimination and harassment based on sexual orientation and gender identity, and widen the range of sexual harassment complaints that schools will be responsible for investigating.

“These regulations make it crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Miguel A. Cardona, the education secretary, said in a call with reporters.

The rules deliver on a key campaign promise for Mr. Biden, who declared he would put a “quick end” to the Trump-era Title IX rules and faced mounting pressure from Democrats and civil rights leaders to do so.

The release of the updated rules, after two delays, came as Mr. Biden is in the thick of his re-election bid and is trying to galvanize key electoral constituencies.

Through the new regulations, the administration moved to include students in its interpretation of Bostock v. Clayton County, the landmark 2020 Supreme Court case in which the court ruled that the Civil Rights Act of 1964 protects gay and transgender workers from workplace discrimination. The Trump administration held that transgender students were not protected under federal laws, including after the Bostock ruling .

In a statement, Betsy DeVos, who served as Mr. Trump’s education secretary, criticized what she called a “radical rewrite” of the law, asserting that it was an “endeavor born entirely of progressive politics, not sound policy.”

Ms. DeVos said the inclusion of transgender students in the law gutted decades of protections and opportunities for women. She added that the Biden administration also “seeks to U-turn to the bad old days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice.”

While the regulations released on Friday contained considerably stronger protections for L.G.B.T.Q. students, the administration steered clear of the lightning-rod issue of whether transgender students should be able to play on school sports teams corresponding to their gender identity.

The administration stressed that while, writ large, exclusion based on gender identity violated Title IX, the new regulations did not extend to single-sex living facilities or sports teams. The Education Department is pursuing a second rule dealing with sex-related eligibility for male and female sports teams. The rule-making process has drawn more than 150,000 comments.

Under the revisions announced on Friday, instances where transgender students are subjected to a “hostile environment” through bullying or harassment, or face unequal treatment and exclusion in programs or facilities based on their gender identity, could trigger an investigation by the department’s Office for Civil Rights.

Instances where students are repeatedly referred to by a name or pronoun other than one they have chosen could also be considered harassment on a case-by-case basis.

“This is a bold and important statement that transgender and nonbinary students belong, in their schools and in their communities,” said Olivia Hunt, the policy director for the National Center for Transgender Equality.

The regulations appeared certain to draw to legal challenges from conservative groups.

May Mailman, the director of the Independent Women’s Law Center, said in a statement that the group planned to sue the administration. She said it was clear that the statute barring discrimination on the basis of “sex” means “binary and biological.”

“The unlawful omnibus regulation reimagines Title IX to permit the invasion of women’s spaces and the reduction of women’s rights in the name of elevating protections for ‘gender identity,’ which is contrary to the text and purpose of Title IX,” she said.

The existing rules, which took effect under Mr. Trump in 2020, were the first time that sexual assault provisions were codified under Title IX. They bolstered due process rights of accused students, relieved schools of some legal liabilities and laid out rigid parameters for how schools should conduct impartial investigations.

They were a sharp departure from the Obama administration’s interpretation of the law, which came in the form of unenforceable guidance documents directing schools to ramp up investigations into sexual assault complaints under the threat of losing federal funding. Scores of students who had been accused of sexual assault went on to win court cases against their colleges for violating their due process rights under the guidelines.

The Biden administration’s rules struck a balance between the Obama and Trump administration’s goals. Taken together, the regulation largely provides more flexibility for how schools conduct investigations, which advocates and schools have long lobbied for.

Catherine E. Lhamon, the head of the department’s Office for Civil Rights who also held the job under President Barack Obama, called the new rules the “most comprehensive coverage under Title IX since the regulations were first promulgated in 1975.”

They replaced a narrower definition of sex-based harassment adopted under the Trump administration with one that would include a wider range of conduct. And they reversed a requirement that schools investigate only incidents alleged to have occurred on their campuses or in their programs.

Still, some key provisions in the Trump-era rules were preserved, including one allowing informal resolutions and another prohibiting penalties against students until after an investigation.

Among the most anticipated changes was the undoing of a provision that required in-person, or so-called live hearings, in which students accused of sexual misconduct, or their lawyers, could confront and question accusers in a courtroom-like setting.

The new rules allow in-person hearings, but do not mandate them. They also require a process through which a decision maker could assess a party or witness’s credibility, including posing questions from the opposing party.

“The new regulations put an end to unfair and traumatic grievance procedures that favor harassers,” Kel O’Hara, a senior attorney at Equal Rights Advocates. “No longer will student survivors be subjected to processes that prioritize the interests of their perpetrators over their own well being and safety.”

The new rules also allow room for schools to use a “preponderance of evidence” standard, a lower burden of proof than the DeVos-era rules encouraged, through which administrators need only to determine whether it was more likely than not that sexual misconduct had occurred.

The renewed push for that standard drew criticism from legal groups who said the rule stripped away hard-won protections against flawed findings.

“When you are dealing with accusations of really one of the most heinous crimes that a person can commit — sexual assault — it’s not enough to say, ‘50 percent and a feather,’ before you brand someone guilty of this repulsive crime,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression.

The changes concluded a three-year process in which the department received 240,000 public comments. The rules also strengthen protections for pregnant students, requiring accommodations such as a bigger desk or ensuring access to elevators and prohibiting exclusion from activities based on additional needs.

Title IX was designed to end discrimination based on sex in educational programs or activities at all institutions receiving federal financial assistance, beginning with sports programs and other spaces previously dominated by male students.

The effects of the original law have been pronounced. Far beyond the impact on school programs like sports teams, many educators credit Title IX with setting the stage for academic parity today. Female college students routinely outnumber male students on campus and have become more likely than men of the same age to graduate with a four-year degree.

But since its inception, Title IX has also become a powerful vehicle through which past administrations have sought to steer schools to respond to the dynamic and diverse nature of schools and universities.

While civil rights groups were disappointed that some ambiguity remains for the L.G.B.T.Q. students and their families, the new rules were widely praised for taking a stand at a time when education debates are reminiscent to the backlash after the Supreme Court ordered schools to integrate.

More than 20 states have passed laws that broadly prohibit anyone assigned male at birth from playing on girls’ and women’s sports teams or participating in scholastic athletic programs, while 10 states have laws barring transgender people from using bathrooms based on their gender identity.

“Some adults are showing up and saying, ‘I’m going to make school harder for children,” said Liz King, senior program director of the education equity program at the Leadership Conference on Civil and Human Rights. “It’s an incredibly important rule, at an incredibly important moment.”

Schools will have to cram over the summer to implement the rules, which will require a retraining staff and overhauling procedures they implemented only four years ago.

Ted Mitchell, the president of the American Council on Education, which represents more than 1,700 colleges and universities, said in a statement that while the group welcomed the changes in the new rule, the timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time.”

“After years of constant churn in Title IX guidance and regulations,” Mr. Mitchell said, “we hope for the sake of students and institutions that there will be more stability and consistency in the requirements going forward.”

Zach Montague is based in Washington. He covers breaking news and developments around the district. More about Zach Montague

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

Five Republican-led states sue over Biden’s new Title IX transgender protections

Five Republican-led states have sued the Biden administration over its new rules expanding Title IX — a federal civil rights law that protects students from sex-based discrimination in federally funded schools — to protect transgender students . 

A handful of Republican officials in other states have publicly said they will not enforce the new rules but have stopped short of filing lawsuits.  

Texas Attorney General Ken Paxton, a Republican, sued the Biden administration Monday to block the rules, which will, in part, prohibit schools from barring trans students and teachers from using the school facilities and pronouns that align with their gender identities, among other policies. 

Paxton said the expanded rules mandate “compliance with radical gender ideology.”

“Texas will not allow Joe Biden to rewrite Title IX at whim, destroying legal protections for women in furtherance of his radical obsession with gender ideology,” Paxton said in a statement. “This attempt to subvert federal law is plainly illegal, undemocratic, and divorced from reality. Texas will always take the lead to oppose Biden’s extremist, destructive policies that put women at risk.”

Republican attorneys general in Louisiana, Mississippi, Montana and Idaho filed a separate lawsuit Monday arguing that the rule exceeds the Education Department’s authority, in part because it redefines sex to include gender identity.

“This is all for a political agenda, ignoring significant safety concerns for young women students in pre-schools, elementary schools, middle schools, high schools, colleges and universities across Louisiana and the entire country,” Louisiana Attorney General Liz Murrill said in a statement . 

The Education Department did not immediately respond to a request for comment.

Top officials in Florida and Oklahoma announced that they would reject the rules.

“Florida rejects Joe Biden’s attempt to rewrite Title IX,” Republican Gov. Ron DeSantis said in a video on social media. “We will not comply, and we will fight back.”

Ryan Walters, Oklahoma’s superintendent of public instruction, said at a news conference Thursday that the state is “pursuing all actions to oppose this illegal and unconstitutional move by the Biden administration.” 

“We have already instructed our districts to not comply with this illegal rule change from President Biden,” Walters said. “We will not allow boys in girls’ restrooms. We will not let boys in girls’ sports.”

An increasing number of states have passed laws targeting transgender students. In recent years, half of states have passed measures that ban trans students from playing school sports on teams that align with their gender identities, and 10 states have prohibited trans school staff members and students from using bathrooms consistent with their gender identities in K-12 schools. 

The new Title IX rules codify 2021 guidance from the Education Department that directed schools to interpret the federal law to protect LGBTQ students from discrimination based on sexual orientation or gender identity. The guidance was a reversal of a Trump administration policy rolling back Obama-era guidance directing schools to allow trans students to use the school facilities that align with their gender identities. 

In September 2021, 20 Republican-led states sued, and in July 2022 a federal judge temporarily blocked the Education Department from enforcing the guidance against those states.

The new guidance does not specifically address trans students’ participation in school sports, though Paxton and Walters were among the Republican officials who mentioned that issue in their statements. In April 2023, the Education Department proposed a rule that would change Title IX to bar blanket bans on trans students’ competing on sports teams that align with their gender identities, though the measure would permit some restrictions in more elite levels of sports competition, such as high school and college. The department previously planned to release that rule in March, but there have been multiple delays.

Jo Yurcaba is a reporter for NBC Out.