Critique of Research Methodologies and Methods in Educational Leadership

Abstract

The purpose of this exploratory study was to document aspects of research methodology in educational leadership directed at emerging school leaders and the academic community that supports them. The intricacy of educational challenges highlights the necessity for a thorough investigation, the results of which will inform suitable reforms. Scholars have long argued about which of the qualitative and quantitative approaches is more rigorous in its contribution to the development of education. Some academics contend that since education focuses primarily on human behaviour, which is value-laden, research in this area should take a qualitative approach. Results indicate that while qualitative methods were more common in the arts, quantitative methods dominated research in education and the sciences. However, the social sciences frequently used a blend of qualitative and mixed approaches. The findings' implications for improving research methodology skills and the integrity of educational research are examined.