Introduction
Given the increasing complexity of school and district contexts, it is imperative to cultivate leaders at different points along the leadership continuum. This study employed a quantitative approach and utilized a casual comparative design to investigate the perceptions of program effectiveness among students (N = 408) enrolled in an educational leadership program. The study focused on the period from 2013 to 2020 and specifically explored the perspectives of students in various professional roles within the education sector, such as teachers, instructional coaches, and central office workers. The study's identified issues are as follows: 1. Does a statistically significant disparity exist in students' perceptions regarding the effectiveness of the program coursework in adequately preparing them for educational leadership based on their professional roles? 2. Does a statistically significant disparity exist in students' perceptions regarding the program faculty's facilitation of their learning and personal development based on the professional role of the student? Following the completion of the quantitative survey, the study's findings revealed a diverse range of outcomes. Specifically, instructional coaches expressed higher levels of efficacy, whereas central office staff had lower impressions. Given the diverse range of educational leadership tasks that educational leadership programs encompass, the outcomes of this study have the potential to stimulate more scholarly investigation.
