Journal of Educational Leadership and Policy Studies

ISSN#: 2473-2826

Mission and Scope

Journal of Educational Leadership and Policy Studies (JELPS) ISSN#: 2473-2826 is an open access, peer reviewed, electronic journal dedicated to establishing a global network and a platform among researchers, policymakers, educators and school leaders to provide readers with an enhanced awareness of strategies and policies for improving school success and student achievement through effective leadership.

To this end, JELPS seeks manuscripts to help share best practices and policies in four leadership domains: Instructional Leadership, Talent Management, Organizational Systems, Culture and Climate. JELPS welcomes articles based on practice and research with an explicit educational leadership or component that examines the function of school leaders from a variety of perspectives including but not limited to, those based on quantitative, qualitative, mixed method empirical analyses, action research, and ethnographic perspectives as well as those that view educational leadership from philosophical, historical, policy, and/ or legal points of view.


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


JELPS will be published semiannually.

IssueManuscript Submission Deadline
Special Inaugural Issue on The Gordon Paradigm of Inquiry and Practice
Special Issue on Leadership for Individuals with Special Needs
Volume 1, Issue 1, Fall 2017
Volume 1, Issue 2, Spring 2018

Volume 2, Issue 1, Fall 2018September 1, 2018Call for Articles
Volume 2, Issue 2, Spring 2019January 1, 2019Call for Articles
Volume 3, Issue 1, Fall 2019July 1, 2019Call for Articles
Volume 3, Issue 2, Spring 2020January 1, 2020Call for Articles
Volume 4, Issue 1, Fall 2020July 1, 2020Call for Articles
Volume 4, Issue 2, Spring 2021January 1, 2021Call for Articles

Call for Articles

Manuscript Submission Process

Journal of Educational Leadership and Policy Studies (JELPS) ISSN#: 2473-2826 is currently accepting manuscripts.

  • Volume 1, Issue 1, Fall 2017 (Manuscript Submission Deadline: July 1, 2017)
  • Volume 1, Issue 2, Spring 2018 (Manuscript Submission Deadline: March 1, 2018)

Manuscripts should be sent to Dr. Yavuz, Editor, Journal of Educational Leadership and Policy Studies for initial review at

The word limit is 5000-10,000 words.

Manuscript submitted to JELPS must not be under consideration elsewhere, and must not be submitted elsewhere while under consideration by JELPS.

Both practitioners and researchers are encouraged to submit their scholarly work.

Use Times Roman 12 and 1-inch margins. Embed Tables and Figures within article. Align with the APA 6th edition, all manuscripts must be submitted in Microsoft Word. Manuscripts not in APA 6th edition will be returned to the author. Manuscripts must be submitted in English.

Peer Review Process

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

Articles judged to be of sufficient relevance and quality will then be forwarded by the Editor to at least two reviewers as appropriate. Both reviewers and author names are confidential throughout review process (double-blind review).

The first review process to take approximately 8-12 weeks.

The reviewers at JELPS review all manuscripts utilizing the criteria below:

  • Relevance to Educational Leadership and the mission of JELPS
  • Links to the current literature
  • Theoretical and/or conceptual framework
  • Methodology
  • Results
  • Discussion

The argument should be clear and well-crafted. JELPS seeks research that adds to and deepens understanding of educational issues in Educational Leadership and Policy Studies. Manuscripts are selected for publication on the basis of originality and relevance to the field of Educational Leadership.

Quality Assurance

Southern Connecticut State University’s SafeAssign plagiarism software will be used for the verification of original work

Besides editorial reviews, detailed proof-reading (including grammar checking and sources) will be conducted by external professional editors.

Open Access Policy

By virtue of their appearance in this open access journal, articles are free to use after initial publication, with appropriate citation.

This is an open-access and no subscription is needed.

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 complete and sign the copyright release and 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.

Title page

Title page must be sent in a separate file and include the following information:

  • Full title of the manuscript
  • Name, title and affiliation of each author
  • Address, country, zip or postal code
  • E-mail address, telephone number, and fax numbers of all authors
  • Date of submission
  • Short Bio for each author: include occupation, education and/or interests – 100 words max


Please download the following template.

Download Template (.pdf)

Special Issue: Call for Articles
Educational Leadership and Social Justice

Guest Editor: Sousan Arafeh, Ph.D.
Founding Executive Editor: Olcay Yavuz, Ed.D.
Due: October 10, 2018


The Journal of Educational Leadership and Policy Studies (JELPS) is seeking papers for its special issue entitled “Educational Leadership and Social Justice.”

In this special issue of JELPS, we ask: 1) what is the relationship between educational leadership and social justice? and 2) what should educational leadership’s commitment be to social justice?  Despite calls for social, cultural, and economic equity around the globe, inequity of all kinds persists.  Education is seen as a primary means for combatting inequity by individuals, institutions, and governments; yet, there is no formula for how educational systems and actors are to do this. 

  • Are social justice and equity/inequity synonymous? 
  • What kinds of inequity and social justice can educational systems and educational leaders address most effectively? 
  • Do different types of educational leaders have different social justice imperatives? 
  • Who are the key collaborators to promote social justice in schools?
  • What are the theoretical or empirical foundations upon which different conceptions of educational leadership and social justice are based? 
  • What are the examples of principals' strategies to promoting equality and social justice

These are the kinds of questions we hope contributors will address so that, through their contributions, educational practitioners, researchers, and policy-makers will be able to consider, more deeply, who they are in relation to social justice and what actions they and their institutions can take toward achieving it.

Purpose and Goals

The purpose of this special issue is to provide a forum for the sharing of theoretical, conceptual, and empirical research and perspectives regarding social justice along with practical applications and implications for educational leadership.

Specific goals are to:

  1. Expose readers to variations in the ways that “social justice,” “education,” and “equity/inequity” are conceptualized and defined when presented as part of an educational leadership agenda.
  2. Present specific data and examples of how educational leaders can advance social justice as part of upholding educational leadership and other educational standards.
  3. Offer dominant and nondominant perspectives on the responsibilities and commitments of educational leaders to social justice.
  4. Share historical accounts of educational leadership and social justice efforts.
  5. Identify policy and funding mechanisms that support social justice advocacy by educational leaders and the communities they serve.

Each article will be written with the JELPS mission and purpose in mind and will be written to address the application to, and implications for, educational leadership.

Manuscript Submission Due


Manuscript Submission Proces

Manuscripts will be sent to Dr. Sousan Arafeh, Ph.D., Guest Editor at

For Questions, please contact

Dr. Yavuz, Founding Executive Editor Journal of Educational Leadership and Policy Studies at

Editorial Board

  • Dr. Olcay Yavuz, Founder, Editor-in-Chief
    Southern Connecticut State University
  • Dr. Sousan Arafeh
    Southern Connecticut State University
  • Dr. Felice D. Billups
    Johnson & Wales University
  • Dr. Danette V. Day
    Fitchburg State University
  • Dr. Dave Dolph
    University of Dayton
  • Dr. Jess L. Gregory
    Southern Connecticut State University
  • Gulcin Gulmez
    Middle East Techical University
  • Dr. Norris Haynes
    Southern CT State University
  • Dr. Ken Imperato
    American International School
  • Dr. Emru Kiydal
    Southern Connecticut State University
  • Dr. Merve Zayim Kurtay
    Okan University
  • Dr. Gladys Labas
    Southern Connecticut State University
  • Dr. Diana J. LaRocco
    Goodwin College
  • Dr. Fred Lunenburg
    Sam Houston State University
  • Dr. Peter Madonia
    Southern Connecticut State University
  • Dr. Lystra Richardson
    Southern Connecticut State University
  • Dr. Quintin L. Robinson
    Santa Clara University
  • Dr. Charles J. Russo
    University of Dayton


For questions, please contact

Founder, Editor-in-Chief
Olcay Yavuz, EdD
The Department of Educational Leadership and Policy Studies
Southern Connecticut State University
New Haven, Connecticut, USA