International Perspectives on Educational Administration using Educational Inquiry

Document Type

Book

Source of Publication

International Perspectives on Educational Administration using Educational Inquiry

Publication Date

8-2-2024

Abstract

This edited volume sets out the current issues that face educational administrative processes and resources across the globe and provides implication-lead responses for how best to tackle new challenges that arise. Featuring contributions and perspectives from the UAE, Nigeria, Malaysia, Indonesia, Portugal, Spain, Iran and the United States, this diverse and truly international volume discusses the management of resources, tasks and communication key to the smooth running of educational institutions. Divided into four distinct parts, the chapters examine educational administration from theoretical, conceptual and empirical angles, focusing on theories, administrative procedures, decision support systems and management techniques in educational administration, as well as reward management and digital leadership. This book bridges the gap in educational administration by showcasing new trends across many countries and examining the role of theory in the field using examples of classical and contemporary approaches, systems theory, leadership theory, and theories of change and innovation. Ultimately presenting a problem-solving approach to the current educational administrative situation globally, this volume will be of interest to researchers, scholars and faculty members involved with education administration research, educational administration theory and leadership. Practitioners working on educational process improvement and organizational studies will also benefit from the volume.

ISBN

9781032621296

Publisher

Routledge

First Page

1

Last Page

232

Disciplines

Education

Keywords

Educational administration, Educational inquiry, Educational process improvement, Organizational studies, Digital leadership

Scopus ID

85197412594

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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