MEd in Educational Administration Degree
Prepare for Leadership in Public, Private or Charter Schools
The Master of Education in Educational Administration degree program at Grand Canyon University can help prepare you to pursue a leadership position in school administration. This advanced program offers a comprehensive curriculum that delves into the intricacies of educational management, policy development and leadership strategies. For those who wish to pursue their certification to become school principals, this program teaches concepts that can offer a well-rounded education for future educational leaders.
If you are interested in working in a pre-K-12 administration role in the public, private or charter school sectors and enjoy managing educational institutions, shaping policies and leading initiatives that can contribute to the growth and success of students, educators and the entire educational community, this program may be right for you.
You will participate in engaging coursework and hands-on applications that may include immersive experiences like internships, practicums and field opportunities, allowing you to put theory into practice. Knowledgeable faculty will instruct on topics that include the skills, knowledge and insights that can prepare you for a transformative journey toward becoming a visionary leader in the realm of education.
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Pursue Your Educational Administration Master’s Degree From GCU
GCU provides flexible learning experiences for working professionals who wish to further their credentials. This degree can be completed through online or on-campus evening classes. Program topics are intended to help prepare you to serve as impactful leaders who work to prepare the generations to come for life beyond school. At GCU, the principles of servant leadership and the Christian worldview are integrated into the curriculum. This can empower our learners to prepare to serve school communities with integrity and ethical judgment.
Explore Various Educational Leadership Skills
During your studies, program content explores skills and concepts that broaden your knowledge of the modern education system and institutions, while having the opportunity to enhance your leadership skills with hands-on experiences. Some of the skills you will be taught include:
- Promoting the school mission and vision, making moral and ethical decisions and empowering instructional leaders
- Establishing continuous professional learning
- Conducting a program’s budgetary needs assessment and defending a budget as an administrator
- Strengthening schoolwide curricular programs
- Educating teachers to improve their instruction with state and district academic standards, technology and effective teaching methods
- Supervising and coaching teachers, including special education teachers
- Conducting formal observations
- Empowering leaders to evaluate assessment data and provide meaningful feedback on peer-teacher performance
- Recruiting, selecting staff and instructing new teachers
- Leading on-site safety initiatives and developing protocols for emergency situations
Leadership Topics Covered in This MEd Program
GCU’s master’s degree in educational administration can help you prepare yourself for potential leadership roles and administrative positions, in which you can be positioned to positively influence educational culture and achievements. Some of the specific topics covered in this program include:
- School administration foundations for leaders to prepare for graduate-level education
- Education law and finance, including topics such as student rights and school budgeting
- Shaping school culture through leadership styles and positive workplace conditions
- Enhancing educational programs to foster ongoing school improvements
- Building skills and expertise in the professional community
- Improving teacher performance and self-efficacy
- Nurturing, developing and empowering instructional leaders
- Strategic direction and administration in principalship
- Practicum/field experiences that focus on learner-centered leadership
Potential Career Paths for MEd in Educational Administration Graduates
Whether you aspire to lead schools, districts or educational organizations, this degree can equip you with the skills and knowledge that may create transformative educational experiences and foster environments that nurture growth and success. Earning your graduate degree can teach you the skills needed to pursue a career as an education and childcare administrator in preschool/daycare, secondary and postsecondary settings.
Some graduates may go on to seek certification to become school principals. School principals can fulfill an impactful role in the education of tomorrow’s generation of leaders and innovators.1
An effective principal should be equal parts:2
- Visionary
- Manager
- Communicator
- Instructional leader
- Community builder
- Disciplinarian
- Mediator
School leadership teams and administrators are required to work well with not only the teachers, but also the support staff, students, parents and key community stakeholders.2
GCU Offers Institutionally Accredited Specialized Master of Education Programs
This degree, offered by the College of Education, is an intuitionally accredited program approved by the State of Arizona. It aligns with the Professional Standards for Educational Leaders (PSEL, 2015) led by the National Policy Board for Educational Administration (NPBEA, 2018). Further, GCU is an institutionally accredited university. Institutional accreditation is a reflection of the quality of the school as acknowledged by its peers. At GCU, we strive to deliver academically rich degree programs for graduate students who are strong critical thinkers and who are prepared to use their educational supervision skills to step into leadership positions in their field.
Master’s in Educational Administration FAQs
Applying for enrollment in a graduate degree program can be an investment in your future career. Before getting started, however, it’s wise to become fully informed about the degree program and the potential it offers. Explore the following frequently asked questions and answers to learn more about this program.
According to the U.S. Bureau of Labor Statistics (BLS), postsecondary education administrators had a median annual wage of $99,940 in May 2022.3 This statistic covers most postsecondary school administrators, including those who work for public and private schools.1 Since principals typically need a master’s degree in education leadership or education administration,4 some graduates choose to pursue their principal licensure after graduation. This can open the door to a potential career as an elementary, middle and high school principal. According to the BLS, elementary, middle and high school principals had a median annual wage of $101,320.5
Securing a job in higher education management or administration can present varying levels of difficulty depending on a range of factors. Whether you’re looking for a career in higher education administration or in a pre-K-12 administration setting, school administrators are tasked with significant responsibilities, such as ensuring that the mission and vision of the school are implemented appropriately. This means job candidates should be well-qualified to handle the competitiveness of the job market, which can be influenced by factors such as the position's level, the specific institution, your qualifications and prevailing economic conditions. However, if you have your heart set on a career in school administration, you may find that the rewards are greater than the challenges. As a professional in an administrative leadership in education role, you have the opportunity to inspire students and empower faculty members to live up to their true potential.
This MEd degree can be worth it if you are passionate about shaping a positive, achievement-minded school culture in which students, faculty and staff feel fully supported and empowered. There is no question that earning any graduate degree can require a lot of hard work, but it’s an investment not only in your future, but in the future of the school communities you have the opportunity to impact. According to the BLS, 7,700 new jobs are estimated to open for postsecondary education administrators from 2022 to 2032.6
The role of an education administrator is multi-faceted. While there are differences from one school to the next, school principals and other types of administrators are generally tasked with managing the school’s budget, establishing the school’s vision and overseeing all school activities. School principals will also oversee the faculty and ensure they have everything they need to do their jobs well (including professional development resources).7
Educational administrators may be divided into three broad categories:8
1. Preschool administrators
2. Elementary and secondary school administrators
3. Postsecondary school administrators
These three types of administrators often have very different job duties. Preschools typically have a small student body, which can mean administrators may have more of a hands-on role working with the teachers and students. Elementary, middle and high school principals are charged with overseeing their entire school community, while postsecondary administrators tend to have a department-specific role, such as an administrator who handles finances and another who handles institutional research.8
Prepare to pursue a career in school administration, in which you can lead rising generations toward future success. Apply today for enrollment in GCU’s MEd in educational administration degree online or on campus in evening classes.
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.
1 Bryant Eric, Jennifer. Escalante, Karen. Selva, Ashley. (2017). Promising Practices: Building the Next Generation of School Leaders. Retrieved on Aug. 15, 2023.
2 Garcia, Marco. (2022, June 24). Effective Principal Qualities: 10 Traits to Have. Education Advanced. Retrieved on Aug. 15, 2023.
3 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (“BLS”), Postsecondary Education Administrators as of May 2022, retrieved on Sept. 13, 2023. Due to COVID-19, data from 2020 and 2021 may be atypical compared to prior years. The pandemic may also impact the predicted future workforce outcomes indicated by the BLS. BLS calculates the median using salaries of workers from across the country with varying levels of education and experience and does not reflect the earnings of GCU graduates as postsecondary education administrators. It does not reflect earnings of workers in one city or region of the country. It also does not reflect a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. You may also wish to compare median salaries if you are considering more than one career path. Grand Canyon University can make no guarantees on individual graduates’ salaries as the employer the graduate chooses to apply to, and accept employment from, determines salary not only based on education, but also individual characteristics and skills and fit to that organization (among other categories) against a pool of candidates.
4 U.S. Bureau of Labor Statistics, (2022, Oct. 4). Occupational Outlook Handbook: How to Become and Elementary, Middle or High School Principal. Retrieved on Aug. 15, 2023.
5 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (“BLS”), Elementary, Middle and High School Principals as of May 2022, retrieved on Sept. 13, 2023. Due to COVID-19, data from 2020 and 2021 may be atypical compared to prior years. The pandemic may also impact the predicted future workforce outcomes indicated by the BLS. BLS calculates the median using salaries of workers from across the country with varying levels of education and experience and does not reflect the earnings of GCU graduates as elementary, middle and high school principals. It does not reflect earnings of workers in one city or region of the country. It also does not reflect a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. You may also wish to compare median salaries if you are considering more than one career path. Grand Canyon University can make no guarantees on individual graduates’ salaries as the employer the graduate chooses to apply to, and accept employment from, determines salary not only based on education, but also individual characteristics and skills and fit to that organization (among other categories) against a pool of candidates.
6 COVID-19 has adversely affected the global economy and data from 2020 and 2021 may be atypical compared to prior years. The pandemic may impact the predicted future workforce outcomes indicated by the U.S. Bureau of Labor Statistics as well. Accordingly, data shown is effective September 2023, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Postsecondary Education Administrators, retrieved on Sept. 13, 2023.
7 U.S. Bureau of Labor Statistics. (2022, October 4). What elementary, middle and high school principals do. Occupational Outlook Handbook. Retrieved Aug. 11, 2023.
8 Johnson, Steve (n.d.). Types of school administration. The Classroom. Retrieved on Aug. 11, 2023.
This degree, offered by the College of Education, is a regionally accredited program approved by the State of Arizona. It aligns with the Professional Standards for Educational Leaders (PSEL, 2015) led by the National Policy Board for Educational Administration (NPBEA, 2018).
Core Courses
Course Description
This course begins by acquainting candidates with the learning management system while preparing them to be successful graduate-level students and future educational leaders. With a programmatic focus on developing leaders, this course examines school missions and visions that promote the values of equity, diversity, and community, with an emphasis on a leader’s character development, modeling and advocating for ethical behavior, and leadership.
Course Description
This course introduces candidates to the laws and policies governing and relating to PK-12 education in the United States. A broad range of topics will be examined including the values of democracy, individual freedom, and responsibility, as well as equity, social justice, community, and diversity within the educational community. Focus is on the principal’s role in ethical decision-making and implementing laws, rights, policies, and regulations to improve outcomes for all students.
Course Description
This course examines PK-12 education finance with a fundamental focus on issues and practices that directly affect the operation of the school and local education agency (LEA). Candidates will be exposed to the regulations encompassed in the Uniform System of Financial Records (USFR) and the implications of these regulations at the school site level. School finance topics related to education at the federal, state, and local levels will be examined. Candidates will explore financial aspects of school improvement while managing change.
Course Description
This course emphasizes the critical role of the leader in creating and sustaining a positive school culture and shared vision. Given diverse settings, contexts, and leadership situations, candidates will explore how to manage and cultivate productive relationships with students, families, and the educational community that promote student development and success. Emphasis is placed on effective communication with community stakeholders in a variety of contexts.
Course Description
This course explores critical organizational and management issues faced by school principals. Topics explored include recruiting, selecting, and hiring, to build a quality work force to support school improvement. Focus also includes managing and allocating resources, including technology that supports equity and digital literacy to all learners. Candidates also explore promoting a school mission and vision to support school community safety and learning.
Course Description
This course prepares candidates to become effective instructional leaders in the evaluation of school-wide curricular programs to promote continuous school improvement. Focus is placed on evaluating academic and non-academic practices, services, and curricula to ensure cultural responsiveness, character education and development, equity, and accessibility based on data-driven analysis.
Course Description
This course prepares candidates to develop and promote best practices in emerging trends and initiatives in support of teacher self-efficacy and retention. Topics will explore coaching and mentoring in alignment to the teacher coaching cycle of observation, evaluation, and providing actionable feedback for teacher improvement. Emphasis is placed on creating a collaborative professional culture that promotes equity, cultural responsiveness, and the success and well-being of all stakeholders.
Course Description
This course prepares candidates to promote effective and safe learning environments to support school improvement initiatives. Research-based best practices in establishing a consistent, organized, and respectful learning environment will be explored. Emphasis is placed on equitable, inclusive, and culturally responsive practices. Character education is addressed to support the social, emotional, and behavioral well-being of all school community stakeholders, and to sustain a positive learning environment.
Course Description
This course prepares candidates to become effective building-level instructional leaders who are able to supervise, support and evaluate school staff in a manner that promotes character education, character development, reflection and self-awareness, equity, cultural responsiveness, and distributed leadership. Emphasis is placed on promoting professional dispositions and norms that support equity, inclusion, and educational success.
Course Description
The internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate's ultimate success in improving the outcomes for all students as a school leader. Practicum/field experience hours: 100. Fingerprint clearance required. Prerequisites: EAD-507, EAD-517, and EAD-527.
Course Description
The internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate's ultimate success in improving the outcomes for all students as a school leader. Practicum/field experience hours: 100. Fingerprint clearance required. Prerequisite: EAD-570.
Course Description
The internship experience and course content bridge program knowledge and skills with a focus on observing, participating, and leading. Principal candidates will apply building-level leadership skills in a clinical practice designed to facilitate the candidate's ultimate success in improving the outcomes for all students as a school leader. Practicum/field experience hours: 100. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 3.0 GPA and approval and placement by College of Education Office of Field Experience.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
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.
* 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.