EDGZ921 Assessment Rubric for Task 2, Research Proposal
EDGZ921 Assessment Rubric for Task 2, Research Proposal
HD D C P F
1. Literature review:
Defining the area of research and identifying a gap in current literature to justify the need for the proposed research Clear and concise description of the focus of the proposed research justified by evidently identified gap in current literature Clear description of the focus of the proposed research. Gap in current literature discussed to justify the need for the proposed research. Area of the proposed research is adequately articulated.
Gap in current literature is discussed. Area of the proposed research is stated but poorly justified. Gap in literature is mentioned but not discussed.
Area of the proposed research is not outlined and justified in an intelligible manner. Gap in literature is not mentioned.
2. Articulation and justification of the aim and research questions/ hypotheses that address the gap in literature and are aligned with the research paradigm The aim and research questions/hypotheses for the proposed research are very clearly formulated, aligned with the research paradigm and comprehensively justified in relation to the gap in literature. The aim and research questions/hypotheses for the proposed research are clearly formulated, aligned with the research paradigm and justified in relation to the gap in literature. The aim and research questions/hypotheses for the proposed research are formulated, aligned with the research paradigm and adequately justified in relation to the gap in literature. The aim and research questions/hypotheses for the proposed research are formulated and justified in a basic manner, and somewhat related to the gap in literature. He aim and research questions/hypotheses are not formulated, or presented in an unintelligible manner.
3. Description and justification of the proposed research design and selection of participants, and their appropriateness to the aim and research questions/ hypotheses A strong and coherent argument to justify the design of the proposed research and the selection of the participants, and their appropriateness to the aim and research questions/ hypotheses. A clear description and justification of the design of the proposed research and the selection of the participants, and their appropriateness to the aim and research questions/ hypotheses Adequate explanation of the design of the proposed research and the selection of participants, but little or no discussion pertaining to the aim and research questions/ hypotheses Basic explanation of the design of the proposed research and selection of participants but no discussion pertaining to the aim and research questions/ hypotheses Research design and the selection of participants are not described or explained in an intelligible manner.
4. Description and justification of specific data collection methods for the proposed research Clear and concise description and strong justification of specific data collection methods which are realistic and pertain to the aim and research questions/ hypotheses of the proposed research Good description and clear justification of specific data collection methods which are realistic and appropriate to the aim and research questions/ hypotheses of the proposed research Adequate description and justification of data collection methods which are realistic and appropriate to the aim and research questions/ hypotheses of the proposed research Basic description and poor or no justification of the methods of data collection for the proposed research. Poor or no description and justification of the data collection methods for the proposed research
5. Discussion of ethical considerations relevant to the proposed research Excellent discussion of the ethical issues and considerations relevant to the proposed research Good discussion of the ethical issues and considerations relevant to the proposed research Adequate discussion of the ethical issues and considerations relevant to the proposed research Basic discussion of the ethical issues and considerations relevant to the proposed research Poor or no discussion of the ethical issues and considerations relevant to the proposed research
6. Use of appropriate academic writing; relevant scholarly references (min of 10 sources) and appropriate style of referencing More than the minimum number of required references used. Appropriate referencing style is used correctly and consistently. Excellent academic writing: the argument is very well presented and supported by evidence Required number of references or slightly more used. Appropriate referencing style is used correctly and consistently. Good academic writing and well-presented argument supported by evidence Required number of references used. Appropriate referencing style is used correctly most of the time, with minor inconsistencies. Good use of academic language and adequate presentation of the argument supported by evidence most of the time Minimal use of references. Appropriate referencing style is with major inaccuracies and inconsistencies. Inconsistent use of academic language and poor, often unsupported presentation of the argument Fewer than minimally required or no references. Incorrect use of referencing style. Poor academic language used. Argument is not included or presented in an unintelligible manner.
** ** Please note that criteria are not evenly weighted.
Assignment 2 Template:
Research Proposal
Please note:
You can use the bolded headings to frame your assessment task if you wish
The suggested word count (suggested below) for each of the sections is approximate only. This may vary from student to student. The assignment should comprise a flow of a coherent sequence of paragraphs.
Total word count 2500-2800 words (excluding reference list, in-text references are included in the word count)
Please use at least 1.5 spacing
Introduction
Approx. 50 words
Introduce, briefly, your proposed research i.e., why you are interested in this area of research (i.e., what do you want to know)
The Introduction contributes to assessment criterium 6 presents in marking rubric
Literature review
Approx. 350-400 words
Explain what is already known in literature on the topic of your interest
Include references to at least 6 reputable scholarly journal articles on the topic.
Explain what you want to know but what is missing in the literature (gap in literature). This should lead to articulating the aim of your proposed research and proposed research questions.
The section contributes to assessment criterium 1 presents in marking rubric.
Research paradigm, aim and research questions/hypotheses
Approx. 500-600 words
Formulate the aim of research (directly relates to the gap identified in literature).
Explain, briefly, your proposed research approach (research paradigm: qualitative, quantitative, or mixed methods) and justify why it is suited to the aim of your proposed research
Formulate a specific research question/hypothesis and explain how this relates to the research paradigm that you chose. Remember that qualitative and quantitative research questions are written differently.
No more than two research questions should be included
Include references to research methodology books or articles in this section
The section contributes to assessment criterium 2 presents in marking rubric.
Research design and participants
Approx. 650-700 words
Explain your research design. Remember that the design must align with your chosen approach.
If your design is experimental, quasi-experimental please ensure you provide a brief explanation of the intervention
Describe your participants (who, how many, how will they be recruited) and where the research will be conducted, i.e., the context of research
Include references to research methodology books or articles in this section
The section contributes to assessment criterium 3 presents in marking rubric.
Data collection methods
Approx. 650 750 words
Describe specific methods/ measures which will be used to collect the data (these have to be realistic)
Explain how the selected research methods will lead to answering your research questions or supporting your hypotheses.
Address the strengths and limitations of the data collection methods
Include references to research methodology books or articles in this section
The section contributes to assessment criterium 4 presents in marking rubric.
Ethical considerations
Approx. 200 words
Briefly explain and discuss the ethical considerations that are relevant and specific to your proposed research and your participants
Include references to research methodology books or articles in this section
The section contributes to assessment criterium 5 presents in marking rubric.
Conclusion
Approx. 100 words
Provide a brief but specific conclusion to your proposal e.g., how this research will help you to learn what you want to know and how these findings might be useful to you in your work as an educator
The section contributes to assessment criterium 6 presents in marking rubric.
References
Ensure your reference list and your references in the text match perfectly.
Use APA (Version 7) consistently.
The section contributes to assessment criterium 6 presents in marking rubric.
STUDY ON EDUCATIONAL LEADERSHIP
Table of Contents
TOC o "1-3" h z u Introduction PAGEREF _Toc133957514 h 3PART A: Identification of an Area of Interest PAGEREF _Toc133957515 h 3PART B: Previous Research PAGEREF _Toc133957516 h 7PART C: Critique of Previous Research PAGEREF _Toc133957517 h 11Conclusion PAGEREF _Toc133957518 h 14Reference List PAGEREF _Toc133957519 h 15
IntroductionThe purpose of this study is to determine how well school administrations can steer their respective educational institutions toward their stated objectives. Administrative and supervisory work in schools, colleges, and other places of higher education is an essential part of the education system. The evaluator attended a prestigious American institution and earned a degree in Education, with a focus on the school administration. They have done just about everything that an individual can think of in the field of education, from teaching to leading a school to serving as a consultant. They have helped schools enhance student results by providing professional guidance on how to apply leadership approaches that have proven successful in the past.
PART A: Identification of Area of InterestIn the academic world, "educational leadership" refers to the study of how educational institutions like high schools and universities are run. It entails steering educators, pupils, and other constituents toward the realization of the desired outcomes in the field of education. Leaders in education are accountable for setting the institutions overall direction, creating operative rules and procedures, and maximizing the utility of available resources. Successful educational institutions cannot function without strong leadership (Connolly et al. 2019). In order to do this, a welcoming and supportive classroom climate that encourages students to learn and develop from one another must be established. Communication, solving issues, making choices, and the ability to diffuse conflicts are just a few of the transferable talents that successful educational administrators should have.
Additionally, they should be able to encourage and inspire team members to pursue excellence in all that they do. Successful school administrators are those who can foster a collaborative environment and a common vision among their constituents. Ethical leadership in academic institutions is a topic that has attracted the attention of many people, including the evaluator (Kalkan et al. 2020). The capacity to act in a moral, reasonable, and just manner is what is meant by "ethical leadership." This kind of leadership is crucial in educational organizations because it forms the moral climate of the organization and impacts the conduct of all stakeholders, particularly students, instructors, and administrators.
In case leaders in educational institutions are to guide their institutions in an ethical manner, they must have a firm grasp of ethical theory, principles, and values. They have to recognize when theyre faced with a moral dilemma and be able to make a choice that fits in with their professions code of ethics. For all children to thrive academically and develop personally, a school must have this kind of inspirational leadership. As a former classroom teacher and a current education consultant, the evaluator has a keen interest in the role of ethical leadership in the classroom.
Figure 1: A Framework for Educational Leadership
(Source: Inspired by Tanjung et al. 2021)
They have personally seen how a leaders moral compass affects their institutions climate and the achievement of its pupils. Also, the evaluator has done extensive reading on the subject and found a hole in the literature concerning the particular procedures and tactics that educational leaders may employ to promote moral management in their organizations (Guenther et al. 2020). The importance of moral fortitude in pedagogical decision-making is one possible field of research. Leaders that exhibit moral bravery are able to make moral choices while facing opposition or hardship. Leadership that stresses the importance of ethics above self-interest or institutional gain is particularly useful in academic settings.
The evaluator is keen on learning more about the methods used by school administrators to inspire moral fortitude among their faculty. For example, leaders may be interviewed to get insight into their experiences and viewpoints, or case studies could be studied to learn from the experiences of those who have shown ethical fortitude in the face of challenging decision-making (Tanjung et al. 2021). The evaluator has come to the conclusion that greater study and emphasis must be placed on ethical leadership as a vital component of effective educational leadership. They are curious about the methods through which school administrators might encourage moral action and judgment among their staff.
PART B: Previous ResearchSeveral in-depth studies have been carried out on the topic of moral leadership in education, providing important insights into this growing field of study. Wong and Wong (2015) conducted research on the connection between moral school administration and high levels of teacher dedication in Singapore (Tulowitzki et al. 2021). Teachers who saw their administration as morally upstanding were more invested in their jobs and more satisfied with their careers, according to research. As a result, we can see that ethical leadership is crucial to fostering a pleasant workplace and encouraging participation from all staff members. In order to investigate the effect of moral leadership on academic performance in Indian schools, Mitra and coworkers (2017) conducted further research. Findings from the research suggest that ethical leadership has a beneficial effect on academic achievements, as greater levels of ethical management were associated with better student accomplishment. This shows how vital ethical leadership is to establishing a standard of excellence in the classroom.
Third Australian research examined the connection between an ethical leadership and educator satisfaction, was conducted by Day as well as colleagues (2019). Teacher well-being and job satisfaction were found to be better among those who saw their superiors as ethical, according to the research. This demonstrates the need for ethical leadership to improve teachers health and safety (Lumby et al. 2019). Taken as a whole, these studies show how much of effect ethical leadership may have on a schools constituents. In doing so, they stress the need for moral leadership in fostering commitment and success among workers and students. As a result of these results, it is clear that school administrators should put ethics first when making decisions and try to foster a culture of moral conduct among their staff. The findings of these primary research papers on ethical leadership within education are, taken as a whole, quite instructive. They stress the need for educational leaders to promote a culture of moral behaviour and place ethical issues at the forefront of decision-making. Leaders who use this approach may create a classroom climate that encourages students of all backgrounds to succeed academically and develop as people.
Researchers efforts in this area are crucial because the information they glean about educational leadership is crucial to our understanding of that function. The findings from this research have improved our knowledge of how school leadership affects things like student success, teacher morale, and a company ethos. Importantly, these studies show that effective leadership is a key factor in fostering productive educational settings. Leaders who are effective at what they do may encourage their teams to work together toward common objectives, build trust among members of the group, and encourage creativity (Shields et al. 2020). While effective leaders can boost morale and productivity, ineffective ones can make matters worse. Another major takeaway from this research is the idea that various leadership techniques have varying effects on business results. Authoritarian leadership, on the other hand, is linked to less desirable outcomes like poor job contentment and high turnover, whereas transformational management has been shown to have a beneficial effect on student success, teacher dedication, and organizational culture. In addition, research has shown that leadership programs are crucial to fostering strong leadership in schools. Facilitating a culture of continual learning and progress, these programs may aid in the development of information, skills, and talents essential for successful leadership.
Figure 2: Effective Educational Leadership
(Source: Influenced by Sebastian et al. 2019)
While existing research on moral management in education has yielded some useful findings, more investigation into the effects of this type of management on different groups would be welcome. The influence of moral leadership on students happiness is one area that needs further study. The effects of ethical leadership on student well-being have not yet been thoroughly researched, despite the fact that these effects have been studied extensively in relation to teacher commitment, student success, and teacher well-being. On this note, it can be mentioned that how moral leadership affect students mental health in schools is a potentially instructive line of inquiry in this direction. This research question fits the bill for what makes a good one: it is unambiguous, well-defined, and quantifiable. In addition to filling a need in existing research, it may provide useful insights into the effect that ethical leadership has on students happiness (Sebastian et al. 2019). Several factors, including the conceptualization of responsible leadership, the conceptualization of student happiness, and the method that is employed for assessing both constructs, need to be taken into account in order to answer this research question adequately.
Promoting moral ideas and ethical conduct among ones followers is a key aspect of ethical leadership. Health, happiness, and a sense of purpose in both ones academic and extracurricular pursuits all contribute to a students overall well-being. A mixed-methods strategy, including qualitative as well as quantitative methods, might be utilized to assess the effect that ethical leadership has on the happiness of its students (Danils et al. 2019). The participation of students, educators, and school administrators in polls, interviews, and focus sessions is encouraged. Information might be gathered on students academic involvement, social connections, mental wellness, and physical health. Potential moderating variables in the link involving ethical leadership and educational achievement should be investigated in this study. These could include students ages, sex, socioeconomic backgrounds, and cultural identities. An essential but understudied topic of study is the effect that ethical leadership has on student happiness. Educational leaders may benefit from this line of inquiry by developing a deeper grasp of the factors that contribute to an optimal school climate for students of all backgrounds.
PART C: Critique of Previous ResearchThe article "Exploring the Nature of Teacher Leadership in Elementary Schools: A Case Study" by H. Tsou and C. Chen is exemplary in the kind of qualitative research paper on educational leadership that is published in academic journals. The purpose of this research was to use a case study method to better understand teacher leadership in classrooms (Cansoy 2019). In-depth interviews, field notes, and a slew of other analyses were all part of the studys methodological mix. Study participants were recruited using a purposive sampling technique, with six teacher leaders from a single elementary school chosen at random. In-depth interviews with teacher leaders, observations of their classes, and a review of relevant school documents were all used to compile this dataset.
In order to properly investigate the characteristics of leadership among educators in this setting, a qualitative research approach was necessary. Teachers leadership in schools may be better understood because of the researchers use of a variety of approaches, including interviews, observations, and analysis of documents (Leithwood et al. 2020). Purposive sampling was used, which is a strength of this research since it enabled the researchers to include people who were generally representative of the community under investigation. Because data triangulation ensured that the results were consistent across various sources of data, the use of various techniques also increased the reliability and validity of the data collected.
Figure 3: The Role of Educational Leader
(Source: Inspired by Leithwood et al. 2020)
In spite of this studys strengths, it does have some caveats. Results may not be transferable to other situations because of the case studys reliance on a specific setting. Furthermore, the studys inability to draw firm conclusions about teacher leadership in preschool settings is hampered by a small sample of six teacher leaders. In the end, the research only included the opinions of teacher leaders and not any other stakeholders like administrators or students (Hallinger et al. 2019). Overall, the qualitative research approach used in this investigation on primary school teacher leadership was fruitful. Multiple techniques were used, and a representative sample was selected at random, increasing confidence in the results. Although the results are interesting, they should be interpreted with caution due to the studys limitations, such as its small sample size and lack of generalizability.
An educational leadership research studys findings may have a substantial effect on the way the field is currently being used. Several policy considerations stem from the research conducted by H. Tsou and C. Chen on the dynamics of elementary school teacher leadership. In order to begin, the researchs utilization of a qualitative approach to case studies and a variety of techniques yielded substantial insight into the character of teacher management in the primary school setting. This shows that similar methods may be used to investigate educator, leadership and provide training for future leaders in other settings.
Secondly, the studys results emphasized the value of leadership among educators in driving institutional change and boosting student achievement. Therefore, it is imperative that educational policymakers and administrators prioritize initiatives to cultivate and sustain teacher leadership (Tmte et al. 2019). The research also uncovered some crucial traits shared by successful teacher leaders, including the capacity to foster positive connections with peers, participate in shared decision-making, and champion the interests of their students. These traits may be used in either the selection of future teacher leaders or the establishment of professional training programs for current ones. Teacher leadership development on the part of school administrators is also affected by the findings.
Teachers leadership may thrive in schools if administrators foster a climate of trust and cooperation by, for example, funding teachers professional development and facilitating cross-departmental projects. Thus, the results can be used by school administrators to shape leadership practices and foster an environment that promotes and sustains teacher leadership. The research also sheds light on how student and school outcomes may improve with increased teacher leadership. According to the results, teacher leadership is associated with higher levels of creativity in the classroom and better academic outcomes for students.
Schools and governments may utilize the studys findings to advocate for and promote teacher leadership programs. Overall, the research by H. Tsou and C. Chen shows how crucial teacher leadership is to advancing school reform and raising the quality of education students get (Khan et. al. 2020). In order to better understand what teacher leadership is and how to become a successful teacher leader, this research used a qualitative method based on case studies and several data-gathering techniques. These results may be used to better understand the advantages of teacher leadership and to create initiatives to cultivate a positive school climate.
ConclusionThe results of the educational leadership evaluation have shed light on a number of previously obscured facets of effective educational leadership. The evaluation has shown how critical good leadership is to the prosperity of schools, and how essential it is to maintain and improve ones leadership abilities over time. Through this literature review, we have gained a better understanding of how different types of leadership affect an organizations ethos and climate, as well as student learning outcomes and faculty morale. This studys articles helped me better appreciate the relevance of research designs and data-gathering techniques often used in the study of educational leadership and its bearing on actual classroom practice.
Reference ListCansoy, R. (2019). The Relationship between School Principals Leadership Behaviours and Teachers Job Satisfaction: A Systematic Review. International Education Studies, 12(1), 37-52. https://files.eric.ed.gov/fulltext/EJ1201517.pdf
Connolly, M., James, C., & Fertig, M. (2019). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4), 504-519. https://doi.org/10.1177/1741143217745880
Danils, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational research review, 27, 110-125. https://doi.org/10.1016/j.edurev.2019.02.003
Guenther, J., & Osborne, S. (2020). Red dirt education leaders caught in the middle: Priorities for local and nonlocal leaders in remote schools. The Australian Journal of Indigenous Education, 49(1), 57-69. https://doi.org/10.1017/jie.2018.17
Hallinger, P., & Kovaevi, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369. https://doi.org/10.3102/0034654319830380
Kalkan, ., Altnay Aksal, F., Altnay Gazi, Z., Atasoy, R., & Dal, G. (2020). The relationship between school administrators leadership styles, school culture, and organizational image. Sage Open, 10(1), 2158244020902081. https://doi.org/10.1177/2158244020902081
Khan, M. A., Ismail, F. B., Hussain, A., & Alghazali, B. (2020). The interplay of leadership styles, innovative work behaviour, organizational culture, and organizational citizenship behaviour. Sage Open, 10(1), 2158244019898264. https://doi.org/10.1177/2158244019898264
Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of The four paths model. Educational Administration Quarterly, 56(4), 570-599. https://doi.org/10.1177/0013161X19878772
Lumby, J. (2019). Distributed leadership and bureaucracy. Educational Management Administration & Leadership, 47(1), 5-19. https://doi.org/10.1177/1741143217711190Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2019). Principal leadership and school performance: An examination of instructional leadership and organizational management. Leadership and policy in schools, 18(4), 591-613. https://doi.org/10.1080/15700763.2018.1513151
Shields, C. M., & Hesbol, K. A. (2020). Transformative leadership approaches to inclusion, equity, and social justice.Journal of School Leadership,30(1), 3-22. https://doi.org/10.1177/1052684619873343
Tanjung, E. F., Harfiani, R., & Sampedro Hartanto, H. (2021). Formation Of Soul Leadership Model In Indonesian Middle Schools. Educational Sciences: Theory And Practice, 21(1), 84-97. https://doi.org/10.12738/jestp.2021.1.007
Tmte, C. E., Fossland, T., Aamodt, P. O., & Degn, L. (2019). Digitalisation in higher education: mapping institutional approaches for teaching and learning. Quality in Higher Education, 25(1), 98-114. https://doi.org/10.1080/13538322.2019.1603611
Tulowitzki, P., & Progin, L. (2021). Out-of-time managers? Educational leaders use of time in Switzerland. In How School Principals Use Their Time (pp. 171-184). Routledge. https://doi.org/10.4324/9780429327902-11
