Imperatives of Doctoral Degree Pursuit in Educational Leadership and Management
Abstract
This article examines the significance of pursuing a PhD in Educational Leadership and Management (ELM), emphasizing its role in developing research skills, critical analysis, and leadership capacity in education. Despite the rising demand for doctoral graduates in academia and policymaking, completion rates remain low, particularly in Africa. Existing literature predominantly focuses on Western doctoral models, leaving gaps in understanding challenges faced by PhD candidates in low-resource settings. Research on the doctorateness in ELM, supervision effectiveness, and the psychological and social dimensions of doctoral study remains underdeveloped. To address these gaps, this study employed a narrative literature synthesis of findings from peer-reviewed journals, books, institutional reports, and conference proceedings accessed through Google Scholar and institutional databases. The inclusion criteria included sourcing mainly peer-reviewed literature, institutional reports, and academic books published in English within the last 10–15 years; while non-academic sources, inaccessible full-text articles, and outdated literature were excluded. Using thematic analysis, key challenges such as doctoral supervision models, institutional barriers, financial constraints, and doctoral identity formation were identified. Constructivist Learning Theory was used to explain how doctoral students construct knowledge through self-directed learning, collaboration, and mentorship. Self-determination theory was also used to highlight the functions of intrinsic motivation and autonomy in persistence. It can be concluded that poor supervision, financial burdens, bureaucratic inefficiencies, and weak research networks hinder the academic progress of doctoral students. We recommend structured mentorship programs, financial support, supervisor training, and flexible supervision models to address the challenges. Future research should consider comparative studies across regions to inform global doctoral education frameworks.
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Copyright (c) 2025 Noeline Prossy Atyayi, Margaret Stella Suubi Ujeyo, PhD, Dennis Zami Atibuni, PhD
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