Master’s in Educational Administration Degree

Master of Education in Educational Administration (Advanced Program for Principal Licensure)Advanced Program for Principal Licensure

Offered By: College of Education

Prepare for Leadership in Public, Private or Charter Schools 

The Master of Education in Educational Administration degree program at Grand Canyon University can 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 purse 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 online master’s degree in educational administration 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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GCU alumni have been recognized in the field of education, including as Superintendent, Administrator or Teacher of the Year award recipients, as of April 2023.

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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. The master’s in educational administration degree can be completed through online or on-campus evening classes. Program topics are intended to 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. 

You may choose to earn your master’s in educational administration online or during evening courses on campus. As an online learner, you can benefit from the convenience of studying anytime and anywhere or continue working in your current job, while still being taught by knowledgeable instructors in this field. Online classes for this program are six weeks in length. The online master’s degree in educational administration requires a total of 36 credits for completion.

This educational administration master’s degree includes 90 hours of field experience embedded in the core competencies and three internship experiences, which will include an additional 270 hours in the field. As a principal candidate, you can apply your knowledge and skills to practical situations with the goal of improving student outcomes.

The master’s degree in educational administration is a graduate program that can prepare you to pursue your principal licensure. Candidates must verify years of teaching experience, obtain any necessary certifications or licenses, and complete any certification exams as required by the state department of education in which candidates wish to work. To learn more about licensing requirements for your state, visit our state disclosures page. 

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 prepare you to pursue a career in a leadership administrative position, in which you can be positioned to positively influence educational culture and achievements. Some of the specific topics covered in this program include:

  • Educational 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 Master’s 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 a master’s in educational administration online or on campus 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.

An effective principal should be equal parts:2

  • Visionary
  • Manager
  • Communicator
  • Instructional leader
  • Community builder
  • Disciplinarian
  • Mediator 

School 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 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 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 school administrator, you have the opportunity to inspire students and empower faculty members to live up to their true potential.

A master’s degree in educational administration 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 U.S Bureau of Labor Statistics, 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 education administration master’s 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 August 15, 2023. 

2 Garcia, Marco. (2022, June 24). Effective Principal Qualities: 10 Traits to Have. Education Advanced. Retrieved on August 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 August 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 August 11, 2023. 

8 Johnson, Steve (n.d.). Types of school administration. The Classroom. Retrieved on August 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).

TOTAL CREDITS & COURSE LENGTH:
Total Credits: 36
Online: 6 weeks
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TRANSFER CREDITS:
Up to 12 credits or 1/3 of the total program requirements in transfer (whichever is less)
TUITION RATE:
Online: $590 per credit [More Info]

Course List

Major:
36 credits
Degree Requirements:
36 credits

Core Courses

Course Description

This course begins by acquainting candidates with the GCU learning management system, while preparing them to be successful graduate-level students and future educational leaders. With an intense programmatic focus on developing people into leaders, this course examines the essential value of Leading with Purpose, a principal cornerstone of the College of Education's mission statement and Conceptual Framework. Major leadership styles, philosophies and the characteristic leadership behaviors will be a fundamental focus while candidates begin to understand and develop their own leadership style and philosophy. This development will occur in context as candidates are exposed to the leadership foundations provided through the professional standards and code of ethics for educational leaders. Practicum/field experience hours: 10. Fingerprint clearance not required.

Course Description

This course will introduce candidates to the laws and policies governing and relating to PreK-12 education in the United States. Through case studies, a broad range of topics will be examined including, due process, discipline, freedom of speech, school safety, discrimination, religion in schools, and rights of students with disabilities. These and other topics will be framed in context to inform the future principal’s role in improving outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance not required. Prerequisite: EAD-501.

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 school budget and accounting principles, fiscal responsibility, resource allocation, basic administrative theories, processes, and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. Practicum/field experience hours: 10. Fingerprint clearance not required. Prerequisite: EAD-501.

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. The timeliness of the Internship promotes the authentic learning application of Block 1 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-501, EAD-505, and EAD-510.

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 various leadership styles, philosophies and behaviors can promote or hinder the development of a quality learning culture and positive workplace conditions. Additionally, candidates will examine supervisory processes and strategies by which educational leaders can empower teacher self-efficacy and promote instructional improvement that enriches the outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance required.

Course Description

This course prepares candidates to become effective instructional leaders in the evaluation of school-wide curricular programs to promote continuous school improvement. Candidates will explore processes in planning, implementation, and evaluation of programs and curriculum, while ensuring that curricular design, instructional strategies, and learning environments integrate appropriate technologies that maximize learning and teaching. Data-driven analysis is emphasized throughout. Practicum/field experience hours: 10. Fingerprint clearance required.

Course Description

This course prepares candidates to become effective building-level instructional leaders in the development of professional capacity. Candidates will investigate various school professional development program practices including Professional Learning Communities, Collaborative Learning Communities, beginning teacher induction, and mentor program models. Additionally, candidates will analyze theoretical models, research, and best practices for improving teaching as well as learning outcomes for all students, with a strong emphasis on data-driven, learner-centered decision-making. Practicum/field experience hours: 10. Fingerprint clearance required.

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. The timeliness of the Internship promotes the authentic learning application of Block 2 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-519, EAD-513, EAD-520, and EAD-523.

Course Description

This course prepares candidates to become effective building-level instructional leaders who are able to positively enrich teaching and learning experiences/outcomes through leadership practices that improve teacher performance, self-efficacy, and morale. Course topics promote the learning of strategies including coaching; collaborative learning and decision-making; creating a safe and supportive professional learning culture; and reflective practice. Candidates will examine current policy and practice in the areas of teacher observation, evaluation, and teacher performance ratings. Practicum/field experience hours: 10. Fingerprint clearance required.

Course Description

This course prepares candidates to become effective building-level instructional leaders who are able to positively enrich teaching and learning experiences/outcomes through leadership practices that improve teacher performance, self-efficacy, and morale. Course topics promote the learning of strategies including cognitive coaching; collaborative learning/decision-making; creating a safe/supportive professional learning culture; and reflective practice. Candidates will examine current policy and practice in the areas of teacher observation, evaluation, value-added student growth models, and teacher performance ratings. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: EAD-501.

Course Description

This course will explore critical issues facing school principals, including the challenge of attracting and retaining a quality work force, managing and allocating resources, innovative instructional leadership, creating community partnerships, and meeting the myriad of district, state and federal policies and laws. With a focus on all six Interstate School Leaders Licensure Consortium (ISLLC) standards, candidates will holistically analyze a school’s Continuous Improvement Plan (CIP) and focused action plans in various contexts. This analysis will inform the candidate's understanding of the important implications of managing school resources in order to meet operational needs and improve outcomes for all students. Practicum/field experience hours: 10. Fingerprint clearance required.

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. The timeliness of the Internship promotes the authentic learning application of Block 3 tasks at a level of competence needed to ensure effective school leadership. Practicum/field experience hours: 90. Fingerprint clearance required. Prerequisites: EAD-529, EAD-530, EAD-533, and EAD-536.

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.

* 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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