Abstract

This study aims at identifying the reality of Educational Administration master theses approved in Al Quds University master’s program in Educational Administration during (1998-2021). The study population consisted of the (370) master theses approved during the program, while the study sample was a simple random sample of (100) theses. The researcher used descriptive approach to analyze the contents of these theses. The results of study showed, through a content analysis card, that the quantitative descriptive approach (with one variable) is the most common approach used by (89%). Master thesis revolved around school administration was the most common thesis by (33%). Subjects of education economics was researched modestly in the master thesis by (0%). In connection with samples, the random sample, particularly stratified, was the most common sample used by (55%). Comprehensive survey was limitedly used by (19%). The questionnaire was the most frequently used tool in the thesis by (94). Pearson correlation with arbitrator’s credibility was the most common method used to verify the credibility of the study. Cronbach Alfa is the most common method used to verify reliability of study tools. Percentage of thesis male supervisors was very high by (96), in comparison to female supervisors, whose percentage was (4%). Female researchers’ percentage was (60%), which is higher than male researchers’ percentage of (40%). Most thesis used statistical inference by (81%), T-Test, and One Way Anova by (81%). Neither Second Way Anova, nor Manova were used in the thesis. Analysis results showed also other matters.