DEVELOPMENT OF AN EVIDENCE-BASED PARADIGM FRAMEWORK FOR AN EDUCATIONAL ADMINISTRATION CURRICULUM IN THE ERA OF DISRUPTIVE CHANGE: A MIXED METHODS RESEARCH
Keywords:
Educational Administration Curriculum, Mixed Methods Study, Exploratory Factor Analysis, Evidence-based Paradigm Framework, Disruptive ChangeAbstract
This study aimed: 1. To investigate stakeholders' needs for educational administration curricula in the era of disruptive change, 2. To identify the underlying components of educational administration curricula, and 3. To synthesize an Evidence-based Paradigm Framework for educational administration curriculum development. A mixed methods research design employing a Sequential Exploratory Design was adopted. In the qualitative phase, data were collected from stakeholders using open-ended questionnaires and analyzed through content analysis to develop the quantitative research instrument. In the quantitative phase, data were collected from 204 stakeholders using a five-point rating-scale questionnaire and analyzed using descriptive statistics and Exploratory Factor Analysis (EFA).
The findings revealed that: 1. Stakeholders expected the curriculum to emphasize competencies in artificial intelligence, digital leadership, data-driven management, digital transformation, and flexible learning approaches; 2 Three principal curriculum components were identified; Digital Leadership and Innovation for Change, Data-driven Governance under Laws and Professional Ethics, and Strategic Management for Quality and Academic Excellence, explaining 79.79% of the total variance; and 3. Integrating the content analysis findings, empirical factor structures, and relevant theoretical perspectives resulted in an Evidence-based Paradigm Framework comprising five dimensions: Transformational and Agile Leadership; Learner-Centric and Competency-Based Curriculum; Data-driven and Technology-Integrated Management; Networking and Organizational Ecosystem; and Growth Mindset and Lifelong Learning. The proposed framework moved beyond competency identification by providing an empirically grounded paradigm for curriculum development. It offered a practical reference for curriculum design, program learning outcomes, educational leadership development, quality assurance, and policy formulation to prepare educational administrators for disruptive change.
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