The respondents articulated that the program had a positive economic, social, and
personal impact on them. The program appears to have elevated its graduates to new
economic, personal, and social levels. Perhaps, the improved image of self and status
may have contributed to the generalized positive perception of performance.
This study bears significant ramifications and limitations to the construction of
the theory of preparing educational administrators in newly emerging systems. It
seems that the academic development of administrator preparation programs in
developing countries lags behind that of the developed countries proportionately in
terms of economic and political power. It is difficult for such countries to keep pace
with the developments taking place in western countries when they are limited in
terms of economic resources and political constraints. Perhaps, developing
countries need to develop local paradigms of administrator preparation programs
that spare them the exorbitant price of maintaining parody with western countries.
To what extent this challenge is feasible in a rapidly “globalized” world is a
question other researchers need to answer. It will not be answered, however,
without the need to apply more rigorous techniques when conducting research in
developing countries.