Aim and Scope

The School Administration Journal (SAJ) publishes high-quality, peer-reviewed articles that contribute to the academic understanding of educational leadership, policy, and management at all educational levels. The journal aims to foster scholarly discourse on both traditional and emerging issues in school administration, including leadership practices, policy analysis, and the impacts of external crises on educational systems.

Core Focus Areas:

• Educational Leadership: Exploring innovative leadership models, including transformational, adaptive, and culturally responsive leadership.
• Policy and Educational Reform: Examining the impact of national and international education policies and reform movements on school governance and administration.
• Crisis Management and Leadership: Investigating the role of educational leadership during crises, such as wars, natural disasters, and public health emergencies, with a focus on resilience and recovery.
• School Management and Organization: Analyzing the management, administration, and operational structures of K-12 schools and higher education institutions, including human resources, accreditation, and organizational development.
• Comparative and Global Perspectives: Offering comparative studies of school administration practices across different countries and regions, with an emphasis on cross-cultural leadership and management.
• Emerging Challenges in Education: Addressing contemporary challenges such as equity in education, resource allocation, teacher retention, and the integration of technology in school management.

Key Topics of Interest:

• Leadership during Crisis: The role of school administrators and teachers in managing educational continuity during periods of conflict, displacement, and crisis.
• Community Engagement: The importance of collaboration between school leaders, teachers, parents, and the broader community to improve educational outcomes.
• Technological Innovations: Exploring the impact of digital tools, data analytics, and artificial intelligence on school management and educational leadership.
• Inclusive Education Leadership: Fostering leadership practices that prioritize diversity, inclusion, and accessibility in education.
• Teacher and Administrator Development: Focus on professional development, career progression, and organizational learning within educational institutions.

Voices of Practitioners

In addition to peer-reviewed scholarly articles, SAJ is dedicated to amplifying the voices of education leaders, school leaders, teachers, and practitioners.

We invite contributions that highlight the real-world challenges faced by those in educational leadership and teaching roles, offering practical solutions and insights.

These non-peer-reviewed submissions will provide a valuable platform for practitioners to share their experiences, expertise, and innovative approaches to school administration.

By including these perspectives, SAJ aims to bridge the gap between academic research and the practical realities of the education system.

The School Administration Journal (SAJ) aims to be a leading platform for discussing the theory, practice, and challenges of school administration, providing valuable insights for researchers, policymakers, and practitioners in the field of education.

SCOPE

Specific Focuses and Types of Articles in School Administration Journal (SAJ)

SAJ publishes high-quality, comprehensive scholarly works and practical contributions that advance the understanding of school administration, leadership, and educational practices. The journal seeks to reflect both empirical research and the lived experiences of practitioners, ensuring a broad and diverse range of perspectives on school leadership and educational administration. The journal welcomes submissions in the following categories:

Types of Articles:

1. Research Articles: Original empirical studies that contribute new knowledge or insights into school administration and educational leadership, utilizing a variety of research methodologies.
2. Experimental Studies: Studies exploring the effectiveness of interventions, policies, or practices within the context of school administration and leadership.
3. Action Research: Research that actively involves school leaders, administrators, and teachers in solving practical problems in their own educational contexts through a cycle of planning, action, observation, and reflection.
4. Review Articles: Systematic reviews, meta-analyses, and meta-syntheses that summarize and evaluate existing research in the field of school administration.
5. Theoretical Articles: Papers that propose, critique, or refine theories and frameworks related to educational leadership and administration.
6. Critical Analyses: In-depth evaluations and critiques of current debates, trends, or practices in school administration and educational leadership.
7. Practitioner Perspectives: Non-peer-reviewed contributions from education leaders, teachers, and practitioners, reflecting their real-world experiences and challenges in school administration.
8. Policy and Institute Reviews: Evaluations of educational policies, school management systems, or institutional practices that impact school leadership and administration.
9. Brief Reports: Short reports on emerging issues or innovative practices within the field of school administration.
10. Conference Reviews and Reflections: Summaries and critical analyses of key insights from conferences, workshops, and other professional gatherings related to school leadership.
11. Professional Reflections: Personal insights or reflective pieces from practitioners in the field of school administration, offering lessons learned or perspectives on ongoing challenges.
12. Leadership Case Studies: Detailed examinations of specific leadership challenges, decisions, or practices in school settings.
13. Letters to the Editor and Commentary: Opinions, reflections, or critiques addressing current debates or prior articles published in SAJ.
14. Innovative Practices and Experiments: Contributions that describe new, experimental approaches to school administration or leadership, supported by evidence of their impact or effectiveness.

Specific Focus Areas:

• Scholarly and Practical Balance: Submissions should focus on advancing both the theoretical understanding of school administration and the practical, real-world experiences of school leaders and educators.
• Interdisciplinary Contributions: Articles that bring together insights from various disciplines, such as leadership studies, psychology, sociology, and public administration, to address challenges in school leadership.
• Inclusion of Practitioner Voices: In addition to peer-reviewed scholarly articles, SAJ is committed to publishing non-peer-reviewed submissions from practitioners, including school leaders and teachers, to provide a platform for their voices, experiences, and expertise.
• Global and Local Perspectives: The journal welcomes contributions that explore both the universal aspects of educational leadership as well as region-specific challenges and solutions.
• Innovative and Action-Oriented: SAJ seeks to publish research, reflections, and reports that propose new approaches or innovative practices in school leadership and administration, offering actionable insights for practitioners and policymakers.

By embracing a broad range of article types—ranging from rigorous research to reflective practitioner pieces—SAJ aims to be a dynamic platform for knowledge exchange and practical discourse in the field of school administration.

Period Months

June December