@article{10.11648/j.rd.20210204.14,
  author = {Frederick Ebot Ashu},
  title = {Three Culturally Sensitive Research Methods for Educational Administration and Leadership Research},
  journal = {Research & Development},
  volume = {2},
  number = {4},
  pages = {103-115},
  doi = {10.11648/j.rd.20210204.14},
  url = {https://doi.org/10.11648/j.rd.20210204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rd.20210204.14},
  abstract = {The social, political, economic and cultural contexts of today's educational systems and schools are diverse in ways that require greater attention to equity, diversity, social inclusion, ethics and perspectives of school leaders and learners. In some developing countries like Cameroon in Central Africa where education leaders are not trained for leadership role. It’s the duty of the educational system willing to encourage research to meet the unique needs of educators and students who represent underserved corruption, tribalism, nepotism, and cultural groups experiencing marginalization. These matters move beyond the personal and become professional, as they are further complicated by high-stakes accountability standards and the prioritization of “closing the achievement gap” in schools and the different educational systems. As such, this paper offers multicultural research considerations of three contrasting research methods used in educational leadership and administration research seeking to explore the views of school leaders in Cameroon in relation to effective school leadership preparation and management development in preparing aspiring heads for successful school leadership. This paper aims to find out, how close-end Leadership and Management Development Questionnaire (LMDQ), field document and standardized open-ended interviews methods are suited procedures, strategies, processes or techniques for collecting and analysing data in order to create better understanding of Leadership and Administration Development Research. The author presents a rationale and theoretical framework for the use of these three contrasting research methods often used together in a qualitative mixed method studies investigating educational method of assessing school leadership and management development models. While LMDQ can provide evidence of patterns amongst large populations, qualitative field document analysis and standardized open-ended interview research methods often gather more in-depth insights on participant attitudes, thoughts, and actions. The findings of this qualitative mixed method studies generate confirmatory results despite differences in methods of data collection, analysis, and interpretation.},
 year = {2021}
}

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TY  - JOUR
T1  - Three Culturally Sensitive Research Methods for Educational Administration and Leadership Research
AU  - Frederick Ebot Ashu
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.rd.20210204.14
DO  - 10.11648/j.rd.20210204.14
T2  - Research & Development
JF  - Research & Development
JO  - Research & Development
SP  - 103
EP  - 115
PB  - Science Publishing Group
SN  - 2994-7057
UR  - https://doi.org/10.11648/j.rd.20210204.14
AB  - The social, political, economic and cultural contexts of today's educational systems and schools are diverse in ways that require greater attention to equity, diversity, social inclusion, ethics and perspectives of school leaders and learners. In some developing countries like Cameroon in Central Africa where education leaders are not trained for leadership role. It’s the duty of the educational system willing to encourage research to meet the unique needs of educators and students who represent underserved corruption, tribalism, nepotism, and cultural groups experiencing marginalization. These matters move beyond the personal and become professional, as they are further complicated by high-stakes accountability standards and the prioritization of “closing the achievement gap” in schools and the different educational systems. As such, this paper offers multicultural research considerations of three contrasting research methods used in educational leadership and administration research seeking to explore the views of school leaders in Cameroon in relation to effective school leadership preparation and management development in preparing aspiring heads for successful school leadership. This paper aims to find out, how close-end Leadership and Management Development Questionnaire (LMDQ), field document and standardized open-ended interviews methods are suited procedures, strategies, processes or techniques for collecting and analysing data in order to create better understanding of Leadership and Administration Development Research. The author presents a rationale and theoretical framework for the use of these three contrasting research methods often used together in a qualitative mixed method studies investigating educational method of assessing school leadership and management development models. While LMDQ can provide evidence of patterns amongst large populations, qualitative field document analysis and standardized open-ended interview research methods often gather more in-depth insights on participant attitudes, thoughts, and actions. The findings of this qualitative mixed method studies generate confirmatory results despite differences in methods of data collection, analysis, and interpretation.
VL  - 2
IS  - 4
ER  - 

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