Journal of School Administration Research and Development

Aims & Scope

The Journal of School Administration Research and Development (JSARD) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 school administration and leadership.

Founded in 2016, JSARD’s mission is to publish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policymakers to improve K-12 schools.

The journal focuses primarily on schools within the United States; however, we also welcome articles on K-12 education from around the world that have wide implications, regardless of the educational setting.

JSARD publishes at least twice annually.

JSARD publishes on a range of topics within the realm of school leadership and administration, including: - Curriculum leadership - Instructional leadership - Innovative practices and/or programs - Professional development - School personnel - Equity, diversity, and inclusion - Student achievement - Assessment and grading - Educational technology - Finance

View Aims & Scope

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Metrics & Ranking

Journal Rank

Year	Value
2024	17510

Journal Citation Indicator

Year	Value
2024	31

SJR (SCImago Journal Rank)

Year	Value
2024	0.275

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	6

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Business, Management and Accounting and Social Sciences, designed to support cutting-edge academic discovery.

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Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Leading Through a Pandemic: Adaptive Leadership and Purposeful Action

  Citation: 36

  Authors: Jack

• The School Climate - Student Achievement Connection

  Citation: 19

  Authors: John, Albert, A. Dee, Clint, Hermenia

• Goal Setting to Increase Student Academic Performance

  Citation: 16

  Authors: Ronnie

• Benefits of Teacher Diversity

  Citation: 14

  Authors: Carlos, Sarah, J. Luke

• School Leadership During COVID-19

  Citation: 12

  Authors: Miguel, Maria, Sylvia

• School Leader Relationships

  Citation: 11

  Authors: Kara

• A Survey of School Administrators’ Training and Support Related to Evaluating Special Education Teachers

  Citation: 11

  Authors: Janelle E., Wes, Rebecca A., Sarah

• Systems Thinking for Principals of Learning- Focused Schools

  Citation: 9

  Authors: Haim, Chen

• Instructional Coaching Implementation

  Citation: 8

  Authors: Kelly Gomez

• Data Use Among Principals and Teachers: Divergent Paths or Common Ground?

  Citation: 8

  Authors: Waheeb, Kara, Ed

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