Title

Educational Leadership Doctoral Students’ Self-Efficacy and Time to Degree Completion

Conference Tracks

Assessment and SoTL - Research

Abstract

A team of Educational Leadership faculty and staff/doctoral examined a program redesign to address concerns of time to educational leadership doctoral degree completion. The aim was to improve students’ skills and knowledge in the areas of scholarly practitioner research and academic writing, which in turn could improve time to degree completion while maintaining high self-efficacy. An ex-post-facto correlational research design determined whether a relationship existed between self-efficacy and educational leadership doctoral students perceived versus actual program progression as measured by attainment of major transitional points in a doctoral program.

Session Format

Research Brief and Reflection Panels

Location

Room 1

Publication Type and Release Option

Event

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Jan 25th, 4:15 PM Jan 25th, 5:15 PM

Educational Leadership Doctoral Students’ Self-Efficacy and Time to Degree Completion

Room 1

A team of Educational Leadership faculty and staff/doctoral examined a program redesign to address concerns of time to educational leadership doctoral degree completion. The aim was to improve students’ skills and knowledge in the areas of scholarly practitioner research and academic writing, which in turn could improve time to degree completion while maintaining high self-efficacy. An ex-post-facto correlational research design determined whether a relationship existed between self-efficacy and educational leadership doctoral students perceived versus actual program progression as measured by attainment of major transitional points in a doctoral program.