EdD in Organizational Leadership: K-12 Leadership Emphasis
Dive Into Leadership Theories Designed to Make a Difference
Offered by Grand Canyon University’s College of Doctoral Studies, the Doctor of Education (EdD) in Organizational Leadership with an Emphasis in K-12 Leadership degree program teaches competency in ethics, research and theory with a focus on educational policy development, staffing, organizational leadership and instructional supervision. The coursework strives to help you acquire core skills that are immediately applicable in the field. Using an analysis-driven approach, you will examine best practices in leadership that support teams at all levels and the maintenance of a diverse learning infrastructure.
Earn Your Doctorate in Organizational Leadership
In our qualitative EdD in organizational leadership program, you will be expected to contribute to the body of knowledge in the field through the development of an original research study, which may allow you to gain insight into how and why people think and behave a certain way.
You will attend in-person residencies, during which you can work closely with faculty to shape the focus of your research and develop your dissertation. Residencies also provide opportunities to connect face-to-face with peers and benefit from the exchange of ideas from a diverse spectrum of perspectives. The dissertation process is integrated directly into the curriculum. This means you can begin your research right away.
Reflect Upon Ethical Decision-Making and Servant Leadership
In our program, you will be taught how to address the challenges faced by modern K-12 schools through a strong foundation of ethical leadership. Core competencies covered and skills taught include:
- Educational policy development
- Ethical decision-making
- Servant leadership
- Organizational leadership
- Staffing, including supervision at the building and district levels
- Long-range strategic planning
We strive to graduate learners who are effective communicators and are able to convey complex information to a variety of stakeholders. We are a Christian school with an emphasis on professional ethics and the Christian worldview.
Doctoral Curriculum Designed for K-12 Education
This K-12 educational leadership emphasis program enables you to explore key concepts in leadership practices, ethical stewardship and K-12 community building. In your coursework, you will be taught the following topic areas:
- Current and emerging leadership strategies and classroom practices in K-12 education
- The establishment of a shared mission, vision and goals among both internal and external stakeholders as the foundation for long-range strategic planning in K-12 education
- Professional and facilities development in the context of K-12 education master planning
- Opportunities and challenges facing leaders in the global environment
- Aspects of leading global and diverse workforces, as well as theories of leadership and leadership development in diverse and global cultures
K-12 Educational Leadership Emphasis Career Paths
Education professionals with a K-12 leadership emphasis can position themselves to lead and inspire others within the educational community. This qualitative degree program can empower you to pursue a variety of education-related career paths, such as that of an education and childcare administrator at the preschool through postsecondary level. However, please note that this is not a teacher or administrator certification program.
Earn Your EdD at an Accredited University
GCU strives to prepare education leaders to effectively tackle modern challenges in school systems with a priority on professional ethics and integrity. We are proud to be an institutionally accredited university — a reflection of the quality of our education. The Higher Learning Commission has continually accredited GCU since 1968. The College of Doctoral Studies shares the university’s commitment to upholding the principles and standards established by our accrediting bodies.
Frequently Asked Questions
Before applying to online school leadership programs, you may have some questions about your degree options. Browse through the prompts below, compiled to help guide you.
Prepare to lead and inspire others in K-12 schools.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint and background clearance is required.
§ MOU-Alumni 2000 Doctoral-Nov2024: The Alumni Scholarship for Doctoral Programs is only valid for those applicants who submit a complete application and begin a Doctoral program in November 2024. This scholarship cannot be used in conjunction with any other GCU scholarship or awards and only applies to online and evening programs. Please speak to a university counselor for complete details.
1 This program includes an in-person residency requirement.
Core Courses
Course Description
This course introduces doctoral learners to the principle elements of research, scholarly writing, and effective argumentation. Learners are made aware of the dispositions and expectations of doctoral researchers as well as the University’s overarching values and beliefs regarding research and the responsibility of scholars to contribute new knowledge to their respective fields of study. Learners begin the process of identifying a researchable dissertation topic and are acquainted with appropriate scholarly resources that support the development of the dissertation.
Course Description
In this course, learners are introduced to the critical reading of scholarly qualitative and quantitative literature at the doctoral level. Learners also explore the concept of synthesizing the scholarly literature to identify problems and problem spaces that emerge to form a researchable topic of study. The application of scholarly argumentation from the extant literature to defend the need for a research study is discussed.
Course Description
This course examines multiple ethical frameworks, principles, and theories as they apply to the study and practice of leadership. Corporate social responsibility will be addressed from the perspective of ethical decision making. Prerequisite: RES-815.
Course Description
This course provides an overview of the impact of leadership and the effects of behaviors on the formulation and execution of strategy within an organization. Topics include the increasing importance of resilience and change in today’s global and turbulent economy.
Course Description
In this course, learners are introduced to key components of qualitative and quantitative research designs and the means to critically appraise the application of research designs as observed in the scholarly literature. The University's core research designs are presented. Consideration is given to the initial selection and defense of a research design to address a problem that emerged from the extant literature.
Course Description
This course provides an introduction to the sampling, data collection, and data analysis methods employed in qualitative and quantitative research designs. Learners explore the alignment of sampling, data collection, and data analysis methods to the research topic, research questions, and research design. The course positions learners to select qualitative or quantitative designs for their dissertation studies. Prerequisite: RES-831.
Course Description
This residency allows learners to continue developing their skills as academic researchers. Learners will have hands-on experience applying quantitative and qualitative design principals to develop the foundational elements for their potential dissertation studies. Prerequisite: RES-850, RES-825, RES-831, or RCS-831.
Course Description
This course provides a broad, global overview of the history and politics of K-12 education and examines the political landscape and ethics surrounding K-12 education. A brief overview of governmental interventions is also presented.
Course Description
This course examines internal and external governance and structures in K-12 education. The course emphasizes analysis of the leadership practices necessary to guide construction of appropriate internal and external frameworks.
Course Description
This course examines the current and emerging leadership strategies and classroom practices in K-12 education. Topics are placed in the context of improved student outcomes.
Course Description
In this course, learners explore the basic components of GCU qualitative core research designs including descriptive, case study, and phenomenology. The nature of epistemological foundations and the structure of problem statements, purpose statements, research questions, data sources, collection and analysis approaches are discussed in the context of each design.
Course Description
In this course, learners differentiate the epistemological foundations and explore the data trustworthiness, research ethics, and potential for bias in descriptive, case study, and phenomenology research designs. The process of building a rationale for design choice and aligning the research questions, interview questions, problem statement, and purpose statement is addressed. Sources of qualitative data are introduced for each design, and ethical aspects of research are discussed. Prerequisite: RES-841.
Course Description
This course explores the opportunities and challenges facing leaders in the global environment. The course topics focus on aspects of leading global and diverse workforces, and on theories of leadership and leadership development in diverse and global cultures.
Course Description
In this residency, learners orally present and defend an expanded design of their preliminary dissertation research from RSD-851. Emphasis is placed on developing the qualitative dissertation. Prerequisite: RES-843.
Course Description
This course addresses the establishment of a shared mission, vision, and goals among both internal and external stakeholders as the foundation for long-range strategic planning in K-12 education. Professional and facilities development is addressed in the context of K-12 education master planning.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design independent research under the guidance of the dissertation committee. Prerequisite: RES-871, RES-885, RSD-883, or RSD-884.
Course Description
In this course, learners explore qualitative data collection techniques and sources of qualitative data in the context of answering the research questions posed by a study. Consideration is given to the recognition of data saturation and the management of data. Learners continue to work with their respective dissertation chairs to prepare a written statement of data collection, and management activities. Prerequisites: RES-843 and one of the following: DBA-955 or DIS-955 or DHA-955 or PSY-955 or PCE-955 or TLC-955.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-955.
Course Description
In this course, learners focus on the interpretation of qualitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisites: RES-873 and one of the following: DBA-960 or DIS-960 or DHA-960 or PSY-960 or PCE-960 or TLC-960.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-960.
Continuation Courses
The course identified above represent the minimum academic course requirements only. Most students will also need to take one or more of the following Research Continuation Courses to complete a dissertation. Research Continuation Courses are 3-credit courses charged at the standard doctoral per credit rate.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-965.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-966 or DIS-966E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-967 or DIS-967E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-968 or DIS-968E; RSD-951.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-969 or DIS-969E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-970 or DIS-970E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-971E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-972E.
Course Description
This course emphasizes the finalization of the dissertation and provides learners with individualized support for completing their dissertation journey. Learners continue to work directly with their dissertation chair and committee members based on their individual progress plan for completing their dissertation. Prerequisite: DIS-973E.
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- Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
- Please refer to the Academic Catalog for more information. Programs or courses subject to change
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Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.