| The aim of this study was to examine the attitudes and beliefs of doctorate holders who are working in advanced K-12 administration in order to determine their perception of the possessing of a doctorate as a value-added tool in K-12 administration and/or for career advancement. The purpose of this study was to gain insight from doctorate degree holders in California K-12 education into the doctorate degree (a) as a professional benefit to the field of K-12 education, (b) as a professional benefit to the individual working in K-12 education, and (c) as a requirement for advancement in leadership positions within K-12 education. Research questions consisted of the following: (1) Does experiential feedback of doctoral holders indicate they have perceived benefit to what they have accomplished, having been equipped with a doctoral education? (2) What are the perceptions of California K-12 administrators, who hold doctorate degrees, on the benefit of having a doctorate for their career advancement and as a professional benefit to them as an individual and to the field of education?;Participants consisted of 11 California K-12 administration executives who have received a doctoral degree. The executives are school superintendents and those who served on superintendent's executive cabinets as chief academic officers or assistant superintendents of educational services. The methodological approach was a basic qualitative study. The source data were (a) the interview responses from participants in a semi-structured interview, and (b) triangulation documents that included K-12 administrator job descriptions, a participant ranking exercise, and a participant sentence completion exercise. After responsible analysis and integration of all data, the study revealed key areas of value added by a doctorate with this sample population. This study reveals recommendations that are intended to inform a school leader who is considering the importance and options for pursuing a doctoral education. |
