Abstract
Purpose
: This study examines the factors that predict who among those receiving educational administration doctorates is most likely to become a faculty member.
Research Design
: The study uses 10 years of data on all doctoral recipients from programs in educational administration gathered from the Survey of Earned Doctorates (1990 to 2000). Statistical models, using logistic regression, determined which variables (preparation, experience, and personal) best predicted whether graduates pursued postsecondary academic careers. A separate model determined which variables predicted the likelihood of holding a graduate assistantship (the best predictor of a faculty career). A third model determined the variables that best predicted the selectivity of an individual's undergraduate institution.
Findings
: The study found that 19% of doctoral recipients in educational administration pursue faculty careers. The best predictors of becoming a faculty member were attending a research university full time, holding an assistantship, being single, having no children, and being younger than age 30. A second track to the professoriat is also evident. Many who pursue faculty careers are older, worked full time in graduate school, and held faculty positions before they graduated.
Conclusions
: More research is needed about the second track to the educational professoriat. From a policy perspective, questions remain about the characteristics most desired for those training future school administrators as well as future educational administration faculty.