Journal of Educational Leadership and Policy Studies

ISSN#: 2473-2826

Education Resources Information Center

Mission and Scope


The Journal of Educational Leadership and Policy Studies (JELPS), ISSN#: 2473-2826, is an international peer-reviewed journal that publishes original research studies, and conceptual articles on educational leadership development, and school success. The mission of the JELPS is to recognize, acknowledge and publish the scholarly works of a global network of scholars, policymakers, and educational leaders, whose purpose is to improve schools as well as student achievement through research-supported leadership strategies and policies.

JELPS seeks articles on timely and critical issues from educators, researchers, and policymakers in all educational settings, including K-12 schools, higher education, and governmental and non-governmental institutions. After a rigorous peer-review process, JELPS publishes original primary research, including quantitative, qualitative, and mixed-method empirical analyses, literature reviews, or new conceptualizations of educational policy and leadership practice.

Education Resources Information Center

JELPS is indexed by Education Resources Information Center

Term Issues

JELPS Volume 6, Spring 2022 Issue

1. What Might We Learn From 25 Years of Research on Education Deans?
Shelley B. Wepner, Manhattanville College
William A. Henk, Marquette University

2. Mediating Role of Cognitive Distortions in Negative Future Expectations That Are Affecting Occupational Anxiety
Mustafa Özgöl, Bayburt University
Mustafa Şahin, Izmir Kâtip Celebi University
İsmail Sarikaya, Bayburt University

3. The Impact of COVID-19 on Teachers’ Self-Efficacy and School Culture
Corinne Brion, University of Dayton

4. The Relationship Between School Administrators’ Empowering Leadership Behaviors and Teachers’ Perceptions of Organizational Citizenship
Ramazan Ertürk, Republic of Turkey Ministry of National Education

5. The relationship between principals' instructional leadership and teachers' positive instructional emotions: Self-efficacy as a mediator
Ümit Dilekçi, Batman University
İbrahim Limon, Sakarya Mithatpaşa Anatolian High School

6. Nebraska Principals’ Perceptions Regarding ‘Future-Ready’ Schooling and Their Concurrent Support Needs
Cailen M. O’Shea, North Dakota State University
Scott McLeod, University of Colorado_Denver

7. Are Social-Emotional Learning Focused Schools Deliberately Developmental Organizations?
James A. Bailey, Walden University
Randy Weiner, Daily SEL Leader

8. Developing Innovative School Leadership Scale And Teachers' Views on Innovative School Leadership
Muhammet İbrahim Akyürek, Ankara Etimesgut Science and Art Center
Ersoy Karabay, Kırşehir Ahi Evran University

9. School Principal As An Environmentally Sustainable Leader
Pınar ÖZKAN, İstanbul Sabahattin Zaim University

10. A Qualitative Research on Bureaucracy from the Perspective of Vice Principals in Türkiye
Abdullah Balıkçı, Istanbul University-Cerrahpasa, Hasan Ali Yücel Faculty of Education

11. The Opinions of Primary School Teachers Who Taught In Multi-Grade Classrooms On Multigrade Class Instructional Practices
Pınar Çakır,Dokuz Eylül University
Necla Şahin Fırat, Dokuz Eylül University

12. By Social Network Analysis Natural Leaders and Their Qualities
Mehmet Ali YARIM, Ministry of National Education
Sabri ÇELİK, Gazi University

13. Teachers’ Perceived Social Capital in Schools and Their Attitudes toward Professional Collaboration
Fatih Mutlu Özbilen, Canakkale Onsekiz Mart University
Osman Çekiç, Canakkale Onsekiz Mart University

14. Administrators’ Perceptions of Evaluating Science Teaching: A Case Study
Erikka Brown, Principal, North Callaway Middle School
James Concannon, Professor, School of Education, William Woods University
Patrick Brown, STEM and CTE Execitive Director, Ft. Zumwalt School District


JELPS Volume 5, Fall 2021 Issue

1. The Influence of Principal Retention and Principal Turnover on Teacher Turnover
David G. Buckman, Kennesaw State University

2. A Systematic Review of Distributed Leadership Research from 2000 to 2020
Ahmet Aypay, Anadolu University
Muhammet İbrahim Akyürek, Etimesgut Science and Art Center

3. School Leadership for Social Justice
Steinunn Helga Lárusdóttir, University of Iceland
Eileen O‘Connor, Trinity College, Dublin, Ireland

4. For Free or Not for Free: Do College Students Understand the Price of COVID-19 Vaccinations?
Zachary W. Taylor, The University of Texas at Austin
Joshua Childs, The University of Texas at Austin

5. The Effect of Agile Leadership on Teachers’ Professional Development and Performance
Elif Yalçın, Istanbul Sabahattin Zaim University
Mustafa Özgenel, Istanbul Sabahattin Zaim University

6. The Link between Perceived Leadership Style and Institutional Readiness for Change in the Public Universities of Ethiopia
Befekadu Zeleke, Addis Ababa University


Spring 2021: JELPS Volume 5, Issue 1

1. Editorial
Olcay Yavuz, Southern Connecticut State University

2. Mediating Effect of Organizational Identification on the Relationship between Leader-Member Exchange and Organizational Commitment among Primary School Teacher
Müzeyyen Petek Dincman, Hacettepe University

3. Improving Equitable Student Outcomes: A Transformational and Collaborative Leadership Development Approach
Donna Braun, Center for Leadership and Educational Equity, Johnson & Wales University
Felice D. Billups, Johnson & Wales University
Robert K. Gable, University of Connecticut, Johnson & Wales University
Kirsten LaCroix, Center for Leadership and Educational Equity
Barbara Mullen, Providence Public Schools, formerly Center for Leadership and Educational Equity

4. Universal Mental Health Screening in Schools:  A Primer for Principals
Brandon J. Wood, University of Toledo 
Kellie R. Cooper-Secrest, Ball State University
Megan Kirk, Vigo County School Corporation
Sally Walter, Indiana State University

5. Investigation of Parents' Authenticity Levels in terms of Need for Social Approval, Self-Liking, Self-Competence and Some Variables
Şura Çetin, Sakarya University
Eyüp Çelik, Sakarya University

6. Evaluation of Innovative Approaches in Education and Training Practices and Solution Offers
Ferah Güçlü Yılmaz, T. R. Ministry of Education

7. Understanding Coaches’ Access to Support Teaching and Learning: Three Coach-principal Dyads’ Perspectives
Evthokia Stephanie Saclarides, University of Cincinnati

8. Perceptions of Educators about Teacher Placement and Appraisal in the Charter School Model
Ayşen BAKİOĞLU, Marmara University
Özge KARAEVLİ, Şehit Öğretmen Nuriye Ak Public School


Spring 2021: JELPS EYFOR Special Issue

1. Editorial Spring 2021:  JELPS EYFOR Special Issue
Muzaffer Alkan, Kafkas University
Olcay Yavuz, Southern Connecticut State University

2. Investigation of State Test Anxiety in University Students According to Success and Social Based Variables
Aylin Saltürk, Afyon Kocatepe University

3. The Effect of School Culture on Teachers' Organizational Commitment
Serdar Özçetin, Akdeniz University
Ebru Burcu Cimili Gök, Ministry of Education

4. Examining The Relationship Between Organizational Culture Model and Management Practices
Vicdan Altınok, Gazi University

5. Values Education in Foreign Language Curriculum through the Eyes of Pre-Service Teachers
Yasemin Kırkgöz. Çukurova University

6. Implementation of STEM in Preschool Education
Asena Türk, Ministry of Education
Nur Akcanca, Çanakkale Onsekiz Mart University

7. Examining the Effect of Orienteering on the Development of Attention, Metacognitive Awareness and Problem-Solving Skills of Primary School Students with ADHD
Fatmagül Uzuner, Kafkas University
Mustafa Şahin, Trabzon University

8. Perspectives of University Students on the Efficiency of Synchronous and Asynchronous Learning
Murat Tolga Kayalar, Erzincan Binali Yıldırım University


Fall 2020: JELPS Volume 4, Issue 1 

1. Editorial
Olcay Yavuz, Southern Connecticut State University

2. School Administrators’ Perceptions on Effectiveness of School Counselor Evaluation: A National Study
Renae D. Mayes, University of Arizona
Nicholas P. Elam, Ball State University
Rachel Louise Geesa, Ball State University
Kat R. McConnell, Marquette University
Kaylee M. McDonald, Ball State University

3. Transforming into Entrepreneurial Universities: EU-OECD as a Framework for Saudi Universities
Azala M. Alghamdi, Albaha University

4. Excellent Leadership Theory in Education
Erkan Kıral, Aydın Adnan Menderes University

5. Preparing Suburban School Leaders to Recognize Everyday Narratives that Promote Opportunity Gaps
Deirdra Preis, Sacred Heart University

6. Effects of Administrator Evaluation Policy on Teacher Working Conditions and Turnover Regression
Theodore Kaniuka, Fayetteville State University 

7. Improving Teacher Retention through Support and Development
James V. Shuls, University of Missouri
Joshua M. Flores, University of Missouri

8. Transforming Systems of Single Best Practices to Educational Equity Quantum Ten: An Equity Framework
Talisa Sullivan, Transformational Leadership Consulting

9. How to Develop Adult Educators’ Technological and Andragogical Knowledge: A Case Study in a Private Night High School
Afra N. Aksoy, Middle East Technical University
Meral Aksu, Middle East Technical University

10. Effects of Principal’s Gender, Leadership, and Teacher’s Certification Type on Teacher Self-Efficacy
LaShonda Ford, Louisiana State University Shreveport
Ozlem Gumus, Louisiana State University Shreveport
John D. Harrison, Louisiana State University Shreveport
Cory J. Coehoorn, Louisiana State University Shreveport



Spring 2020: JELPS Special Issue #3 on Educational Leadership and Social Justice

1. The Adaptive Challenge of Social Justice in Educational Leadership
Sousan Arafeh, Ph.D., Editor, JELPS Special Issue #3 on Educational Leadership and Social Justice
Southern Connecticut State University

2. Framing Implicit Bias Impact Reduction in Social Justice Leadership
Gina Gullo, Ed.D., Seton Hall University
Floyd Beachum, Ed.D., Lehigh University

3. School Leaders’ Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality
Moses Chikwe, Ph.D., Catholic Archdiocese of Owerri in Nigeria
Robert Cooper, Ph.D., UCLA

4. Rethinking Social Justice: Promoting SEL Opportunities to Achieve a More Just Society
Raquel Muñiz, J.D., Ph.D., Boston College

5. The Case for Dual Language Programs as the Future of Public Education
Jacob Werblow, Ph.D., Central Connecticut State University
Luke Duesbery, Ph.D., San Diego State University
Helen Koulidobrova, Ph.D., University of Connecticut


Summer 2019: JELPS Special Issue #2 on Educational Leadership and Social Justice

1. Editorial: Further Work on Educational Leadership and Social Justice
Sousan Arafeh, Ph.D., Editor, JELPS Special Issue #2 on Educational Leadership and Social Justice
Southern Connecticut State University

2. Aspiring Administrators’ Knowledge and Leadership Capacity to Mitigate Issues of Poverty and Homelessness in Schools
Heidi B. Von Dohlen, Western Carolina University
Jan Moore, SERVE.org
Lisa J. Von Dohlen, Licensed Clinical Social Worker
Beth E. Thrift, SERVE.org

3. LGBT Educators’ Perceptions of Safety and Support and Implications for Equity-Oriented School Leaders
Tiffany Wright, Millersville University
Nancy J Smith, Millersville University
Erin Whitney, Millersville University

4. In Pursuit of Socially Just and Socio-Culturally Responsive Educational Leadership Preparation: One Ed.D. Program’s Process of Transformation
Brad Porfilio, San Jose State University
Katie Strom, California State University, East Bay

5. Principal and Counselor Collaboration for Social Justice Advocacy: A Standards Alignment
Kendra Lowery, Ball State University
Renae D. Mayes, Ball State University
Marilynn M. Quick, Ball State University
Lori G. Boyland, Ball State University
Rachel L. Geesa, Ball State University
Jungnam Kim, Ball State University

6. Subversion or Cooptation? Tactics for Engaging in Diversity Work in a Race-Adverse Climate
Sosanya Jones, Howard University

7. An Urban-defined School Implements a Grassroots Oral History Course and Study Abroad Program for Social Justice Equity, Social Consciousness, and Student Advocacy
Aaron J. Griffen, DSST Public Schools
Nneka M. Greene, Regent University

8. An Alternative ESL/Dual-Language Approach: Narrowing Achievement Gaps for Newly-Arrived Hispanic Students?
José A. Cardoza, University of North Carolina
Kathleen M. Brown, University of North Carolina


Spring 2019: JELPS Special Issue on Educational Leadership and Social Justice

1. Editorial: Educational Leadership and Social Justice
Sousan Arafeh, Editor, JELPS Special Issue on Educational Leadership and Social Justice
Southern Connecticut State University

2. A Developmental Lens on Social Justice Leadership: Exploring the Connection Between Meaning Making and Practice
Eleanor Drago-Severson, Columbia University
Jessica Blum-DeStefano, Bank Street Graduate School of Education

3. Compound Fractures:  Healing the Intersectionality of Racism, Classism and Trauma in Schools with a Trauma-Informed Approach as Part of a Social Justice Framework
Michael Lorenzo McIntosh, Virginia State University

4. Voices for Change: Social Justice Leadership Practices
Donna Kowalchuk, University of Toronto

5. A Proposal for Building Social Capital to Increase College Access for Low-Income Students
Kayla J. Crawley, Rutgers University
Christine T. Cheuk, Educational Testing Service
Anam Mansoor, Rutgers University
Stephanie M. Perez, Rutgers University
Elizabeth Park, Educational Testing Service


Fall 2018: JELPS Volume 2, Issue 1

I. Lessons Learned from a Training of Trainers Model in Africa
Corinne Brion and Paula A. Cordeiro
University of San Diego

II. Dropping Out Is Not an Option
Carol Dahir and Daniel Cinotti
New York Institute of Technology

III. The First Year: Assistant Principals in Title I Schools
Grant Clayton, Andrea J. Bingham
University of Colorado

IV. Expressive Ties and the School Reform Efforts of an Urban School District
Jackie Mania-Singer
Oklahoma State University


Spring 2018: JELPS Volume 1, Issue 2

I. Striving Toward the Promise of P-16 Reform: Political, Organizational, and Leadership Challenges
Stefani Thachik and Katherine Cumings Mansfield
The University of North Carolina

II. School Climate and Academic Growth: Investigating One State’s School Performance Report
Samuel F. Fancera
William Paterson University

III. Program Development within Authentic Partnerships
Jennifer E. McGarry, Jesse Mala, Michael Corral
University of Connecticut

IV. The ‘Push And Pull’ Factors of Distributed Leadership: Exploring Views of Headteachers Across Two Countries
Dampson Dandy George and Frempong Evelyne
The University of Northampton


Spring 2018: JELPS Special Issue II: Honoring All Individuals with Special Needs

Preface
Arthur C. Evans
American Psychological Association
Page………………….……………………………5

Editorial: Servicing Students with Special Needs: A Social and Emotional Imperative
Norris Haynes and Olcay Yavuz
Southern Connecticut State University
Page………………….……………………………6

I. Commentary Developmental Pathways: A School Leadership Framework for Addressing the Needs of All Students
James P. Comer
Yale University
Page………………………………………………7 

II. Leading a Multi-Tiered Approach to Bringing Social-Emotional and Character Development to Regular and Special Education Students
Maurice J. Elias
Rutgers University
Sarah L. DeMarchena
University of Missouri
Francine Luce
Page……………………………..………………11

III. Access versus success: Services for Students with Disabilities in Postsecondary Education
Kari Sassu
Southern Connecticut State University
Page……………………………..………………19

IV. Learning Dysfunction, Disability and Diversity as the New Normal in Education Reform
Camella Rhone
Fanon Group of Research Scholars
Page……………………………………...………25

V. Autism in Africa: The Critical Need for Life Saving Awareness
Ugoji A. Eze Esq
United Nations
Page…………………………………...…………34

VI. Addressing Violence among Students with Disabilities in Schools
Donna Ivery
University of Pennsylvania
Michael A. Endicott
USSS – Ret.
Page………………………………..……………39

VII. Eight Principles to Connect Preservice Educators to Urban Schools and Classrooms
Angela Rhone
Florida Atlantic University
Lori Dassa
Florida Atlantic University
Vanessa Hotchkiss
Florida Atlantic University
Page……………………………...………………48

VIII. School Leader Preparedness for Addressing Student Mental Health
Dorothy P. Papa,
CT State Department of Education, Bureau of Special Education
Page…………………………………...…………60 

IX. Commentary: Inclusion of Students with Disabilities
Timothy Shriver, Special Olympics and Senior Scholar in the Practice of SEL, CASEL
Gary N. Siperstein, Center for Social Development and Education
Page……………………………...………………77


Fall 2017: JELPS Volume I and Issue I

Editorial
Olcay Yavuz
Southern Connecticut State University
Page………………….……………………….…………………….…………………………….……5

I. Resistance to Change: A Speed Bump on the Road to School Improvement?
David Dolph
University of Dayton
Page………………….……………………….…………………….…………………………….……6

II. Organizational Structure and Design
Fred C. Lunenburg
Sam Houston State University
Page………………….……………………….…………………….………………………….………21

III. Leadership Practices to Increase Equity through Closing Intraschool Achievement Gaps
Donna Braun and Felice D. Billups
Johnson & Wales University
Robert K. Gable
Emeritus Professor, University of Connecticut
Page………………….……………………….…………………….……………………………….…44

IV. Principals’ Perceptions and Enactment of Tasks Related to Changes to Teacher Evaluation
Tiffany Wright, Millersville University
Suzanne McCotter, College of New Jersey
Page………………….……………………….…………………….…………………………….……64


Fall 2017: Special Inaugural Issue

Editorial: Providing Social Equity and Social Justice for All
Norris Haynes and Olcay Yavuz
Southern Connecticut State University
Page………………….……………………………4

I. Assessment for Learning: What is to be done?
Edmund W. Gordon, Emeritus Professor,
Yale University and Columbia University
Page………………………………………………7

II. Ecomentation: The Synergy of Ecological Influences on Learning
Norris M. Haynes, SCSU
Edmund W. Gordon
Emeritus Professor
Yale University and Columbia University
Page……………………………..………………11

III. Dynamic Pedagogy: An Integrative Model of Assessment, Curriculum and Instruction in the Service of Learning
Eleanor Armour Thomas
Queens College
Page……………………………..………………22

IV. The Relentless Pursuit for Educational Equity: The Importance of Educational Leadership When Addressing Racial Inequities in Special Education
Catherine Kramarczuk Voulgarides
Touro College
Page……………………………………...………39

V. A Sufficiency-Based Model of Education: Toward “An Education on Equal Terms”
Cynthia McCallister
New York University
Page…………………………………...…………49

VI. Exploring Successful Teachers’ Conceptions of Student Achievement through a Relational Theory of Teaching: Applications for Practice
Cynthia McCallister
New York University
Page………………………………..……………65

VII. The Marginalization of the “Any” Learner
Lori Grace
Southern Connecticut State University
Page……………………………...………………75

VIII. School Leadership: Commitment to Social Justice
Cynthia McDaniels and Norris Haynes
Southern Connecticut State University
Page…………………………………...…………92

IX. Social Justice in Higher Education: Interdisciplinary Approaches Across the Curriculum
Cynthia McDaniels, and Norris Haynes
Southern Connecticut State University
Page……………………………...………………99

X. School Climate and Social Emotional Learning Measurement Systems
Jonathan Cohen
Columbia University
Amrit Thapa, University of Pennsylvania
Ann Higgins-D’Alessandro, Fordham University
Page…………………………….………………117

International Editorial Board

JELPS Founding Editor-in-Chief

Dr. Olcay Yavuz (March 2022 – March 2027)
Southern Connecticut State University

JELPS Editorial Advisory Board

Dr. Sousan Arafeh (March 2022 – March 2027)
Southern Connecticut State University

Dr. Jami Berry (March 2022 – March 2027)
University of Georgia

Dr. Rachel Geesa (March 2022 – March 2027)
Ball State University

Dr. Norris M. Haynes (March 2022 – March 2027)
Southern Connecticut State University

Dr. Charles J. Russo (March 2022 – March 2027)
University of Dayton

JELPS International Reviewer Board

Dr. S. C. Abosede
Olabisi Onabanjo University, Nigeria

Dr. Felice D. Billups
Johnson & Wales University

Dr. Marsha Bryant
Central Connecticut State University

Dr. Julie Uí Choistealbha
Marino Institute of Education, Ireland

Dr. Danette V. Day
Fitchburg State University

Dr. Courtney Donovan
University of Colorado

Dr. Dave Dolph
University of Dayton

Dr. Wangari Gichiru
Central Connecticut State University

Dr. Jess L. Gregory
Southern Connecticut State University

Dr. Sally Grapin
Montclair State University

Dr. Gulcin Gulmez
Middle East Technical University | Northern Cyprus Campus

Dr. Shirley Harris
University of Canterbury, International College, New Zealand

Dr. Taiyi Huang
University of North Texas

Dr. Ken Imperato
American International School

Dr. Eli Jones
University of Memphis

Dr. Mehmet Durdu Karsl
Eastern Mediterranean University

Dr. Nurdan Kavakl
Izmir Democracy University

Dr. Micere Keels
University of Chicago

Dr. Ken Kempner
Southern Oregon University

Dr. Kristin Kew
New Mexico State University

Dr. Erkan Kiral
Adnan Menderes University

Dr. Matt Kilich
Rutgers State University

Dr. Diana J. LaRocco
Goodwin College

Dr. Gladys Labas
Southern Connecticut State University

Dr. Fred Lunenburg
Sam Houston State University

Dr. Rui Li
Shanghai Jiguang Polytechnic University

Dr. Peter Madonia
Southern Connecticut State University

Dr. Belinda McFeeters
Walden University

Dr. James K. Nageldinger
Elmira College

Dr. Funda Nayir
Denizli Pamukkale University

Dr. Nicholas Pace
University of Nebraska-Lincoln

Dr. Dara Marin Prais
University of Colorado

Dr. Gail Prelli
University of Bridgeport

Dr. Somayyeh Radmard
Istanbul Aydin University

Dr. Marian A. Robinson
George Washington University

Dr. Quintin L. Robinson
Santa Clara University

Dr. Gamze Sart
Istanbul University

Dr. Nicholas J Sauers
Georgia State University

Dr. Susan H. Shapiro
Touro College

Dr. Daniel Teodorescu
Clark Atlanta University

Dr. Christopher E. Trombly
Southern Connecticut State University

Dr. Kamala Qahramanova
Eurasia University

Dr. Elmina Qedirova
Baku State University

Dr. Zeynep Ugurlu
Sinop University

Dr. Patricia M. Virella
University of Connecticut

Dr. Laurel Walsh
Walden University

Dr. Yushan Wang
Jiangyin Normal University, China

Dr. Jacob Werblow
Central Connecticut State University

Submission Guidelines

Double Blind Peer Review Policy

JELPS employs a rigorous peer review system. All submitted manuscripts undergo a rigorous peer review process before publication. Particularly, JELPS utilizes a three-stage review process: (1) editorial office, (2) external/expert review and (3) editors’ decision.

Stage 1. Editorial Review

In the first place, a submitted manuscript is reviewed by the JELPS editorial office to ensure that it aligns with the aim and scope of the JELPS before it is sent to external reviewers. At this stage, the manuscript is reviewed for the following: (a) Scope, (b) Originality and Plagiarism Check, (c) English Language, (d) Recent Reference Check.

State 2: Double Blind or Anonymous Peer Review

Once a manuscript successfully completes the editorial office review process, it proceeds to the second stage. A double-blind peer-review process is where both the reviewer and the author remain anonymous throughout the process. Therefore, the manuscript is reviewed by at least two external expert reviewers with scholarly affiliation. The author's identity is unknown to the reviewer. Reviewers are required to evaluate the manuscripts and provide constructive feedback to enable the author(s) improve the content of the manuscript.

Reviewers also score the manuscript in terms of originality, contribution to the educational leadership field, technical quality, clarity of presentation and depth of research. Finally, reviewers make one of the following suggestions about the manuscript;

  • Accept with no revision
  • Accept with minor revision
  • Accept with moderate revision
  • Accept with major revision
  • Reject: Not suitable for further processing.

State 3: Editors’ Decision

Upon receipt of the reviewers’ initial evaluations, the editorial office reviews the comments. If there are significant differences among two reviewers’ recommendations, the manuscript is re-sent to a third reviewer. The review process is usually completed between two to six weeks. Using the reviewers’ and editors’ feedback, author(s) make corrections to the manuscript and submits a revised manuscript. Upon receipt of the revised submission, the manuscript undergoes the third and final stage of the review process. Based on the revised manuscript and all the reviewers’ feedback, the editor makes the final decisions for a publication.

Manuscript Submissions to JELPS

Manuscripts will be sent to Dr. Yavuz, Editor-in Chief, Journal of Educational Leadership and Policy Studies for initial review at yavuzo1@southernct.edu.

Frequency

JELPS is published semiannually by Southern Connecticut State University

Audience

Educational leaders, educational policymakers, teachers, school leader educators, teacher educators, curriculum specialists, administrators, practitioners, and others interested in educational leadership and policy studies.

Quality Assurance

The Southern Connecticut State University’s SafeAssign plagiarism software is used for the verification of original work.

Publication Ethics

JELPS is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, if any, are accurate. Please note that if there are any changes to the author list at this stage all authors will be required to complete and sign a form authorizing the change.

Open Access Policy

The JELPS uses Open Access Policy that enables the dissemination of manuscripts to the global community without restriction through the internet. Thus, all articles published in the JELPS can be accessed by anyone with internet connection around the world. JELPS strongly supports the Open Access initiative. Abstracts and full texts of all articles published by the JELPS are freely accessible to everyone immediately after publication

Publication Charges

There are no submission fees or page charges for this journal.

Copyright Notice

Authors hold the copyright to any article they publish in JELPS. Before the article is published, each author must provide full consent for the publication agreement. Credit as original publisher should be given to JELPS if reprints are made and include the URL of the JELPS publication. Anyone can copy any article(s) found within JELPS as along as credit is given and copies of the article are not sold.

ERIC Selection Policy

The Education Resources Information Center (ERIC) is an online bibliographic and full-text digital library of education research, including journal articles and non-journal materials. ERIC is a program administered by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES) at the U.S. Department of Education (the Department). ERIC’s mission is to select, index, and make quality education research widely available and searchable through a user-friendly website. Based on the ERIC Selection Policy, JELPS articles will be selected to be indexed in ERIC. Selection standards and criteria are determined by the official ERIC authorization. Authors can review ERIC Selection Policy at the ERIC website:

ERIC Selection Policy

Template

Please download the following template.

Download the Template




Education Resources Information Center

JELPS is indexed by Education Resources Information Center

Contact

Dr. Yavuz
Editor-in Chief, Journal of Educational Leadership and Policy
Southern Connecticut State University
203-392-5442
yavuzo1@southernct.edu

In the 125 years of SCSU History, JELPS became the first and only Indexed journal.