Program Description
The Master of Arts in Educational Leadership is a graduate program designed to prepare professional educators, school administrators, and education specialists for advanced leadership roles in academic and non-academic institutions. The program provides a rigorous engagement with the theoretical foundations, research methodologies, and applied practices that define effective educational leadership in contemporary contexts.
Anchored in the principles of equity, quality, and sustainability, the program develops critical competencies in curriculum leadership, instructional supervision, governance, policy analysis, human resource development, and financial management. Students are trained to integrate theoretical knowledge with practical strategies to address systemic issues and implement reforms in Philippine and global education systems.
Graduates are envisioned to become leaders and change agents—capable of guiding organizations through periods of reform and innovation, influencing education policy, and advancing the mission of schools and institutions in fostering excellence, inclusivity, and social responsibility.
Program Objectives
The program aims to:
1. Deepen students’ understanding of the philosophical, historical, and theoretical foundations of education and leadership.
2. Strengthen competence in research methodologies, data analysis, and evidence-based decision-making for educational improvement.
3. Develop expertise in curriculum leadership, instructional supervision, and program evaluation to enhance teaching and learning outcomes.
4. Cultivate skills in strategic planning, governance, organizational behavior, and change management within educational institutions.
5. Promote ethical leadership grounded in legal frameworks, social justice, and professional accountability.
6. Prepare graduates to contribute to policy discourse and engage in institutional reforms that respond to national and global educational challenges.
7. Produce original scholarly work that advances the field of educational leadership and addresses pressing issues in practice and policy.
Learning Outcomes
Upon completion of the program, graduates are expected to:
1. Critically analyze and synthesize educational leadership theories and frameworks for application in varied educational contexts.
2. Conduct independent, scholarly research using appropriate methodologies and statistical tools.
3. Design and implement curriculum leadership and instructional supervision strategies that foster innovation and excellence in teaching and learning.
4. Evaluate and manage organizational structures, cultures, and behaviors within educational settings.
5. Formulate and assess strategic plans that support institutional development, quality assurance, and continuous school improvement.
6. Interpret and apply national and international educational policies, laws, and ethical standards to decision-making and governance.
7. Demonstrate advanced competence in managing financial, human, and material resources in education.
8. Exhibit professional integrity, ethical responsibility, and visionary leadership in promoting inclusive and transformative education.
Curriculum Structure (36 units)
Core Courses (12 units)
Philosophical and Theoretical Foundations of Education (3 units)
A critical exploration of the philosophical traditions, historical developments, and theoretical paradigms that have shaped education across cultures and epochs. The course examines perennial questions about the aims of education, the nature of knowledge, and the role of the school in society, while highlighting their implications for leadership and governance. Students are encouraged to articulate their own leadership philosophy grounded in scholarly traditions and contemporary demands.
Research Methods and Statistics in Education (3 units)
An intensive study of research methodologies in education, including qualitative, quantitative, and mixed-methods approaches. The course emphasizes research design, instrumentation, sampling, and data collection. Students are trained in statistical techniques for analyzing educational data and interpreting findings in light of current issues. The course culminates in the preparation of a research proposal that demonstrates methodological rigor and scholarly inquiry.
Curriculum Leadership and Instructional Supervision (3 units)
An advanced examination of curriculum theory, design, implementation, and evaluation as they relate to educational leadership. The course explores models of instructional supervision, professional development frameworks, and leadership strategies that enhance teacher effectiveness and student learning outcomes. Emphasis is placed on the leader’s role in fostering innovation, aligning curriculum with standards, and sustaining quality instruction.
Comparative Education and Educational Reforms (3 units)
A study of comparative education as a field of inquiry into the structures, policies, and reforms of educational systems worldwide. The course examines global trends and innovations, with special focus on their applicability to Philippine education. Students engage in critical analysis of case studies on reform movements, equity and access, and the implications of globalization for education policy and practice.
Specialization Courses (18 units)
Educational Leadership and Governance (3 units)
An in-depth analysis of leadership theories, governance models, and administrative practices in education. The course addresses decision-making processes, stakeholder collaboration, accountability systems, and governance reforms. Students evaluate leadership practices in various organizational settings and design governance strategies aligned with democratic values, ethical standards, and institutional goals.
Organizational Theories and Behavior in Education (3 units)
A comprehensive study of organizational theories and their application to educational institutions. The course covers classical, human relations, and contemporary perspectives on organizational structure and culture, as well as leadership, motivation, communication, and conflict management. Students critically examine case studies of organizational change and propose interventions that enhance institutional effectiveness.
Strategic Planning and School Improvement (3 units)
This course introduces advanced theories and practices of strategic planning as a tool for institutional leadership. Students learn to conduct situational analyses, identify priorities, formulate strategies, and design monitoring and evaluation mechanisms. Special emphasis is given to school improvement planning, quality assurance, and accreditation processes as instruments of institutional excellence.
Educational Policy, Laws, and Ethics (3 units)
An analytical study of the policies, legal frameworks, and ethical principles that shape education in the Philippines. The course examines constitutional provisions, legislative acts, regulatory guidelines, and international commitments affecting education. Case studies on ethical dilemmas in leadership enable students to develop a principled approach to decision-making, balancing legal compliance with fairness, justice, and professional responsibility.
Human Resource Development in Education (3 units)
An advanced study of the theories and practices of human resource management in educational contexts. The course addresses recruitment, induction, mentoring, performance appraisal, continuing professional development, and succession planning. Students design evidence-based HRD programs that enhance teacher effectiveness, staff motivation, and institutional sustainability.
Finance and Resource Management in Education (3 units)
A comprehensive examination of financial and resource management principles as applied to schools and higher education institutions. The course covers fiscal planning, budgeting, auditing, resource allocation, accountability, and sustainability. Emphasis is placed on aligning financial management with institutional mission, promoting transparency, and ensuring efficiency in the use of educational resources.
Thesis Requirement (6 units)
Master’s Thesis (6 units)
The thesis serves as the culminating academic requirement, providing students with the opportunity to conduct independent, original research in educational leadership. Under faculty supervision, students develop a research proposal, review relevant literature, employ appropriate methodologies, and conduct data analysis. The thesis must demonstrate scholarly rigor, contribute to the field of educational leadership, and address practical challenges in policy, governance, or institutional practice. Oral defense and submission of a publishable-quality manuscript are required for completion.