EDUCATIONAL ADMINISTRATION QUARTERLY教育管理季刊
EDUCATIONAL ADMINISTRATION QUARTERLY(英文缩写 EDUC ADMIN QUART),ISSN 0013-161X,eISSN 1552-3519,中文译名:教育管理季刊 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.629 | Q1 |
| 2022 | 3.300 | Q2 |
| 2023 | 2.400 | Q1 |
| 2024 | 3.700 | Q1 |
| 2025 | 5.000 | Q1 |
EDUCATIONAL ADMINISTRATION QUARTERLY 最新收录文献
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1. Teacher Trust in Colleagues and Basic Psychological Needs: A Two-Wave Cross-Lagged Study.
1. 教师对同事的信任与基本心理需求：一项两波交叉滞后研究PMID:日期:2025-11-19Considering the importance of social climate for teacher motivation, this study, grounded in self-determination theory, examines the longitudinal links between teacher trust in colleagues and the satisfaction and frustration of their basic psychological needs: relatedness, competence, and autonomy. The study was conducted among 666 Canadian vocational teachers. Results of the structural equation modelling analyses reveal that: trust in colleagues at T1 positively predicts the satisfaction of the three basic psychological needs (relatedness, competence, and autonomy) at T2; and trust in colleagues at T1 negatively predicts the frustration of the three needs (relatedness, competence, and autonomy) at T2. The results of this study contribute to a better understanding of the key role of trust in colleagues in teacher motivation, from a longitudinal perspective. In fact, when vocational teachers perceive the presence of relational trust in their colleagues, their motivational resources are more enhanced, which ultimately contributes to quality work motivation. In light of these findings, principals would do well to look at ways of cultivating teacher trust in colleagues when they want to motivate their teaching staff.
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2. Moral Distress Amongst District Leaders: Intensity, Dilemmas, and Coping Mechanisms in the Context of Covid-19.
2. 学区领导者的道德困境：新冠疫情背景下的强度、困境与应对机制PMID:日期:2023-04-27This study examines the sources and intensity of moral distress among school district leaders during the first full school year of the Covid-19 pandemic and investigates their coping mechanisms for addressing issues that create moral dilemmas for them. We draw on semi-structured interviews with 26 school district leaders across 13 school districts in the Northwestern United States. Brief summaries detailing themes in each interview were prepared. coding was used to understand the intensity of district leaders' feelings of distress. Open coding and axial coding allowed us to categorize the origins/sources of distress and the approaches/strategies district leaders used to reduce feelings of moral distress. Reported moral distress ranged from none to moderate but manageable amounts. Three types of problems were described as morally distressing: political problems with the community or unions, staff problems including staff stress, staff resistance, and collaboration amongst staff members, and an inability to meet student needs due to resource, policy, or community/family constraints. Leaders' coping mechanisms included social responses such as team building, but also drew on individual virtues such as persistence and patience. Within the ranks of district leaders, the extent to which leaders frame their challenges in a moral frame is varied. A sizable group articulated challenges with implications for moral action in primarily technical or political terms. If district leaders engage unevenly with the moral tradeoffs of their decisions, they risk adopting an overly managerialist frame.
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3. The Politics of School Reopening During COVID-19: A Multiple Case Study of Five Urban Districts in the 2020-21 School Year.
PMID:日期:2023-04-11Nearly all schools in the United States closed in spring 2020, at the onset of the COVID-19 pandemic. We analyze traditional public and charter school reopenings for the 2020-21 school year in five urban districts. We provide a rich and theoretically grounded description of how and why educational leaders made reopening decisions in each of our case districts. We used data from a multiple-case study from March 2020 to July 2021. The research team conducted 56 interviews with school, district, and system-level leaders; triangulated with publicly available data; and also drew on interview data from a subsample of parents and guardians in each of our sites. We analyzed these data through qualitative coding and memo writing and conducted detailed single- and cross-case analyses. School system leaders in our case sites generally consulted public health authorities, accounted for state-level health and educational guidance, and engaged with and were responsive to the interests of different stakeholders. Districts' adherence to and strategic uses of public health guidance, as well as a combination of union-district relations and labor market dynamics, influenced reopening. Parents, city, and state lawmakers, and local institutional conditions also played a role, helping to explain differences across cases. In contrast to the "politics or science" framing that has dominated research and public discourse on school reopening, we show that local pandemic conditions and local political dynamics both mattered and in fact were interrelated. Our findings have some implications for how educational leaders might navigate future crises.
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4. Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic.
PMID:日期:2023-04-04To examine how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a window into K-12 crisis leadership and policy sensemaking more broadly. Investigating two districts over two years (2020-2022), data gathered include 39 hours of interviews with K-12 leaders (n = 41) and teachers (n = 18), federal/state-level policy documents (N = 64) governing these districts, and school staff responses to the Comprehensive Assessment of Leaders for Learning survey (N = 111). Drawing theoretically upon sensemaking, crisis leadership/management, law/policy implementation, and organizational theory, these data were analyzed using both inductive and deductive coding over several phases. In tracing the confluence of federal/state-level guidance and local capacities, we find both influenced K-12 leaders' sensemaking and subsequent responses to COVID-19. However, districts that possessed adequate expertise and organizational resources were better positioned to respond to the crisis, whereas those lacking such capacities experienced increased anxiety/stress. We argue that the COVID-19 pandemic provides a new window into the critical external/internal factors influencing K-12 leader sensemaking and subsequent responses to crises more broadly. We also discuss the potential role intermediate service agencies might play in the development of a stronger crisis response infrastructure for associated districts and schools. Finally, we point out how principal preparation programs and professional development efforts could prospectively address such crisis-related challenges faced by K-12 leaders.
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5. Introduction: Coloniality, Educational Leadership, and White Supremacy: The Other Global Pandemic.
5. 引言：殖民性、教育领导力与白人至上主义：另一场全球大流行病PMID:日期:2022-12In lieu of writing a separate introduction to this special issue, the three guest editors invited the EAQ Editor-In-Chief to join them as a coauthor in their introduction. López, agreed but took a few liberties with the draft that was provided to him by the guest editors. The result is an imagined "conversation" that did not actually take place but is highly probable given the deep admiration and mutual respect the four individuals have for each other both as individuals and as scholars. This introductory conversation situates the theme of the special issue within the larger scope of educational leadership while simultaneously troubling the role of school leaders as agents of Coloniality.
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6. Understanding Charter School Leaders' Perceptions of Competition in Arizona.
6. 了解亚利桑那州特许学校领导者对竞争的看法PMID:日期:2021-10-01School choice policies are expected to generate competition leading to improvement in school practices. However, little is known about how competition operates in public education-particularly in charter schools. This paper examines charter-school leaders' competitive perception formation and the actions taken in response to competition. Using Arizona charter-school leaders' responses to an original survey, Arizona Department of Education data, and the Common Core of Data, we examined the factors predicting the labeling of a school as a competitor. We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. We used logistic regression models to understand charter-school leaders' responses to competition. We find charter-school leaders in Arizona perceived at least some competition with other schools, and their perceptions vary by urbanicity. While distance between schools mattered generally for labeling a school as a competitor, distance did not factor into labeling "top competitor" schools. Student outcomes did not predict competition between schools, but student demographics were associated with labeling a school a competitor. Charter-school leaders responded to competition through changes in outreach and advertising rather than curriculum and instruction. Competitive responses were related to the respondent school's quality and the level of perceived competition. We found charter-school leaders perceive competition and respond by changing school practices. Responses typically focus on marketing activities over productive responses. The novel state-level analysis allows us to test the effects of local market conditions typically absent in the literature.
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7. On Becoming a District of Choice: Implications for Equity Along the United States-Mexico Border.
PMID:日期:2019-01-09Despite the popularity of open enrollment as a school choice mechanism, there is little research on how principals behave in a district-run competitive setting. This study adds to our understanding of how open enrollment policies affect the role of the principal as well as educational equity by examining the roles and behaviors of school principals in an unregulated marketplace of schools. This study uses an explanatory sequential mixed methods approach. We first analyze school-level transfer data for school year 2014-2015 and demographic data in order to examine trends such as poverty concentration as well as to identify "winners," "losers," and "nonplayers" in the open enrollment marketplace. Since principals are heavily involved in recruitment, student screening, and selection of specialized programs, we interviewed 12 principals to better understand their role in the competitive settings. We find that some schools have emerged as "winners" in this marketplace, attracting large numbers of transfers without losing many students, while other principals and schools struggle to overcome a negative perception and find a market niche to attract students. Our quantitative analysis indicates a relatively small relationship between open enrollment and increased segregation in the district. District oversight seems to have prevented worsening segregation. However, many principals seek more control on the screening process raising equity concerns if formal regulations are not provided. These findings have implications for school and district leaders navigating open enrollment plans as a means to increase enrollments and encourage innovation while also maintaining equity.
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8. Multiple Audiences for Encouraging Research Use: Uncovering a Typology of Educators.
PMID:日期:2018-06-26We apply diffusion of innovations theory to examine two key research questions designed to inform efforts to improve the research-practice gap in education: (1) Are there distinct types of educators that differ in their prioritization of the compatibility, observability, complexity, relative advantage, and trialability of research? and (2) Are educators' roles or context associated with their categorization in this typology? Using semi-structured interview data in two Michigan counties from intermediate school district staff (N=24), district central office staff (N=18), principals (N=22), and school building staff (N=23), we first used directed content analysis to code for mentions of compatibility, observability, complexity, relative advantage, and trialability. Next, using the coded data, we conducted a hierarchical agglomerative cluster analysis and follow-up cross-tabulations to assess whether cluster memberships were associated with educators' roles or county context. Educators in our sample could be categorized in one of five clusters distinguished primarily by different patterns of prioritization of the compatibility, observability, and complexity of research. Membership in these clusters did not vary by role but did vary by county, suggesting the importance of context for educators' perceptions of research. These findings suggest that narrowing the research-practice gap in education will require attending to multiple audiences of educators with distinct priorities that guide their perceptions and use of educational research and evidence-based practices.
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9. Recruiting "Talent": School Choice and Teacher Hiring in New Orleans.
PMID:日期:2017-07-24The purpose of this study is to examine school leaders' preferences and practices in an environment of widespread decentralization, privatization, and school choice. In New Orleans, such reforms have been enacted citywide since Hurricane Katrina, making it an ideal site to examine what happens when policy makers lift restrictions for school leaders-and remove protections for teachers-related to teacher hiring on a large scale. In this exploratory study, I analyze qualitative data to examine school leaders' preferences and practices when recruiting teachers in New Orleans. The data for the study come from 94 interviews with principals, district leaders, and charter network leaders. School leaders had different conceptions of "talent" and "fit," and used a variety of strategies to recruit teachers. School districts and charter networks both supported and constrained school leaders' autonomy and recruitment practices by screening applicants or setting guidelines and criteria. Other intermediary organizations also played a role in shaping the teacher labor market. School choice also posed unique challenges for teacher recruitment. Overall, expansive choice policies in New Orleans appear to foster flexibility and variation in teacher hiring strategies (although not in salary), as expected in a decentralized system. However, these policies and strategies appear also to have other consequences, including greater instability or "churn," unpredictability, and a bifurcated teaching force.
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10. Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences.
10. 校长作为评价者能否促进教师发展？一项关于校长观点与经验的案例研究PMID:日期:2016-06-09New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals' ability to promote teacher development through the evaluation process. We conducted a case study of principals' perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. We found that the evaluation reforms provided a common framework and language that helped facilitate principals' feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.