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associated theories that look at influence, interdependencies, change and
emergence. The hope is that these alternative methodologies will enable us to
reframe how educational leadership research can move forward.
Three questions guide the presentation of this Monograph:

i. What are the data sources and analytical methods adopted in Educational Leadership
research?

ii. What is the current landscape of schooling and how does it challenge current educational
leadership research methodologies?

iii. What are some possible alternative research methodologies and how can they
complement current methodologies in educational leadership research?

This Monograph proposes to reframe educational
leadership studies in view of new knowledge and
understanding of alternative research data analytical
methods. It is not the intent of the paper to suggest
that current research methodologies are no longer
valid. On the contrary, the corpus knowledge of
current social science research methodologies
learned and practiced through the past three
decades cannot be dismissed lightly. Instead in
proposing to reframe educational leadership studies,
the main purpose of this paper is to explore and
propose complementary research methodologies
that will open up greater opportunities for research
investigation.

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