The Methodological Foundation Of Educational Management Research In The Development Of Knowladge And Practice

This paper is prepared as part of fulfilling the requirements of a course assignment derived from the Learning Outcomes (Capaian Kompetensi/CK) and module summary. The author seeks to raise the theme of The Methodological Foundations of Educational Management Research as one of the essential aspects in understanding the fundamentals of research, which plays a significant role in the development of scientific knowledge and the improvement of educational management quality. Through this writing, it is expected to provide benefits, both for the author and readers, as an additional source of insight, scientific reference, and a means for academic competence development. In addition, the author hopes this work can help broaden understanding of the concepts, characteristics, and crucial roles of quantitative, qualitative, and mixed-methods research in supporting decision-making and the formulation of effective and evidence-based educational policies.

Research methodology in educational management serves as one of the main foundations in building scientific knowledge and improving educational management practices. Through research, academics and practitioners are able to produce more objective, in-depth, and evidence-based understandings of various phenomena occurring in the field of education. In general, research in educational management can be categorized into three approaches: quantitative, qualitative, and mixed-methods—each with its own paradigms, procedures, and strengths.

First, quantitative research is grounded in the positivistic paradigm, emphasizing objectivity, variable measurement, and generalization. Through theories, hypotheses, and valid and reliable measurement instruments, quantitative research is capable of producing numerical data that can be tested using statistical analysis. The main strength of quantitative research lies in its ability to examine causal relationships, generate generalizations, and replicate studies. However, it has limitations in capturing contextual meanings and the depth of social phenomena.

Second, qualitative research is rooted in interpretive and constructivist paradigms, placing greater emphasis on meaning, processes, and deep understanding of complex social realities. Data collection techniques such as interviews, participant observation, and document analysis provide opportunities for researchers to explore participants’ subjective experiences in detail. The strength of qualitative research lies in its ability to produce rich and contextual descriptions, though it is limited in terms of broad generalization.

Third, mixed-methods research emerges as an integrative approach that combines the strengths of both quantitative and qualitative research. By integrating statistical analysis with meaning exploration, mixed-methods research produces more comprehensive, valid, and contextual understandings. This approach is particularly beneficial in educational management as it can address research questions from multiple perspectives.

Thus, research methodology in educational management is not merely a tool for data collection, but a strategic means to build theory, find solutions to educational problems, and support evidence-based policy-making. The synergy between quantitative, qualitative, and mixed-methods approaches will enrich scientific understanding and enhance the quality of educational management in a sustainable way.