Perceptions of doctoral students with an earned Educational Specialist (Ed.S.) degree regarding the doctoral program in administration and supervision at Tennessee State University
Abstract
This study assessed the level of satisfaction of alumni and currently enrolled doctoral students with an earned Ed.S. degree from a Tennessee Board of Regents institution in Middle Tennessee regarding the doctoral program in Administration and Supervision at Tennessee State University. The four institutions in Middle Tennessee that were represented in this study were Austin Peay State University, Middle Tennessee State University, Tennessee State University, and Tennessee Technological University. This study also determined whether differences existed in program perceptions of doctoral students relative to the quality of the program based on institution origin, gender and ethnicity. The sample for this study consisted of 62 doctoral students with an earned Ed.S. degree from one of the four TBR institutions in Middle Tennessee that were in enrolled in the Administration and Supervision Program at Tennessee State University from 1991 to 2001. The University of California, Los Angeles (UCLA) granted permission to use the UCLA DOCTORAL EXIT SURVEY with minor modifications to fit the needs of this research study. The survey instrument consisted of 56 questions concerning participants' demographic background information and doctoral experience. There were four research questions, twelve research hypotheses, and twelve null hypotheses used to determine whether differences existed as analyzed by institution origin, gender, and ethnicity. Findings of this study were: (1) The majority of the participants in this study were either satisfied or very satisfied with the doctoral program in Administration and Supervision at Tennessee State University; (2) There was a statistically significant difference found regarding participants' program perceptions of the curricula based on gender; and (3) There were no other statistically significant differences found for participants' level of satisfaction or program perceptions based on institution origin, gender, and ethnicity.
Subject Area
Higher education|School administration
Recommended Citation
Calvin L Brown,
"Perceptions of doctoral students with an earned Educational Specialist (Ed.S.) degree regarding the doctoral program in administration and supervision at Tennessee State University"
(2002).
ETD Collection for Tennessee State University.
Paper AAI3088277.
https://digitalscholarship.tnstate.edu/dissertations/AAI3088277