Abstract
This exploratory study gathered information about the use of action research
within doctor of education programs in educational leadership and explored faculty
understanding of and perspectives on action research. Survey data established that action
research is used infrequently to meet dissertation requirements. Contributing factors
include lack of clarity regarding the nature of action research (AR) and concerns about
methodological legitimacy. Because the development of collaborative leadership skills
and the pursuit of social justice objectives are inherent to the action research process,
these results call for additional discussion regarding this distinctive methodology and its
role in the preparation of educational leaders at the doctoral level.