EdD in Organizational Leadership: K-12 Leadership Emphasis

Doctor of Education in Organizational Leadership: K-12 Leadership (Qualitative Research)

Offered By: College of Doctoral Studies

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.

We strive to make higher education as accessible as possible for working professionals. You can complete your coursework online1 using our intuitive e-learning management system, which offers opportunities for collaboration and intellectual discussions as well as access to your course materials. The online1 courses are designed to offer a flexible and convenient approach to doctoral learning.

The majority of this degree can be completed online,1 including your courses. You can also design and conduct your dissertation research remotely. However, you will need to travel to our campus in the heart of Phoenix for in-person residencies, which are designed to provide close mentorship and hands-on experience. 

This doctoral degree program focuses on qualitative research, which teaches you how to critically examine events to better understand an observed phenomenon. In contrast, our quantitative program teaches how to examine and analyze events through numerical data.

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. 

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Similar Program Offerings

Explore other EdD programs also offered at GCU to help you meet your goals.

 

Alumni Doctoral Degree Scholarship
Now Available

GCU alumni enrolling in a doctoral program for the first time may be eligible for a $2,000 scholarship.

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.

An EdD degree is a terminal degree. It is the highest level of academic achievement in the field, which means that earning this degree can be a way to establish your professional reputation and demonstrate your academic accomplishments. With a doctorate, you may be prepared to pursue any number of leadership positions in K-12 settings.

There is no universal timeframe for earning an EdD with a K-12 leadership emphasis, as every doctoral learner will have a slightly different experience. Your timeline to completion can depend on your course load, scheduling preferences, transfer credits and other factors that are unique to you. For personalized guidance on how long it might take to earn your degree, fill out the form on this page and request a consult with a university counselor.

Do you feel ready to pursue the next stage in your K-12 education career, and are you eager to apply innovative solutions to challenges in the workplace? If so, then an EdD could be worth it for you. An EdD will also allow you to conduct your own original research, which can provide valuable insights and add to the body of knowledge in the field.

An EdD degree with an emphasis in K-12 educational leadership can be a good choice for current educators who are interested in professional growth. It may also be a good choice for current administrators and other education professionals who are interested in potentially pursuing the next stage in their career.

Earn Your Doctorate in Education

Prepare to lead and inspire others in K-12 schools.

If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

§ MOU-Alumni 2000 Doctoral-May2025: The Alumni Scholarship for Doctoral Programs is only valid for those applicants who submit a complete application and begin a Doctoral program in May 2025. 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.

Course List

Major:
60 credits
Degree Requirements:
60 credits

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.

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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

Locations

GCU Online Student


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.

GCU Evening Student


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.