Research In Educational Management

Preface

This paper is written as part of the course assignment, drawing from lecture notes and learning modules. The main focus is directed toward the discussion of research in educational management, emphasizing four key aspects: the meaning and essence of research, the functions of research, the advantages of research, and other types of studies that are often considered similar to research. Through this study, the author seeks to highlight the role of research as both a scientific and practical foundation in the development of educational management, while also distinguishing it from other forms of study that are frequently assumed to be the same. A deeper understanding of these four aspects is expected to enrich students’ academic competence and provide an applicable perspective relevant to research practices and educational management in the field.

First: Research is a scientific activity arranged systematically, logically, and based on empirical data. In educational management, research not only functions to build theory but also serves as a practical tool in addressing managerial issues such as planning, leadership, and quality improvement in learning. The distinction between research and ordinary observation lies in its structured methodology and accountable outcomes.

Second: Research has four main functions. Theoretical: enriching the body of knowledge and contextualizing theories within local settings. Practical: providing solutions to real problems faced by educational institutions. Policy: serving as the foundation for evidence-based policy and more directed strategic planning. Academic: fostering scientific traditions and fulfilling academic requirements such as theses, dissertations, and other scholarly works.

Third: The advantages of research lie in its ability to produce objective data, reduce bias, provide scientific evidence for innovation and policy-making, and allow findings to be retested. This makes research a credible instrument for improving educational quality and strengthening the legitimacy of managerial decisions.

Fourth: Several types of studies are often regarded as similar to research, such as evaluation studies, literature reviews, non-research case studies, and scholarly opinion writing. These studies are useful for analysis and reflection but differ from research in that they do not produce new knowledge that can be scientifically tested. Thus, these other studies serve as complements, not substitutes for research.

Conclusion: Research in educational management is both a scientific foundation and a practical instrument for improving the quality and effectiveness of educational management. Research conducted systematically, logically, and based on empirical data yields valid and accountable findings. Its functions include theory development, practical problem-solving, evidence-based policymaking, and the establishment of academic traditions that train critical thinking skills. The strengths of research lie in its objectivity, bias reduction, and sustainability of knowledge through replication. Other forms of study, such as evaluation, literature review, and case studies, remain valuable but cannot replace the role of research. Therefore, cultivating a research culture is a strategic necessity for education to become more adaptive, innovative, and competitive. In essence, research is not merely an academic obligation but the fundamental basis for making accurate, quality-oriented decisions.