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Educational Administration Quarterly

Educational Administration Quarterly

Published in cooperation with the University Council for Educational Administration
The Journal of Leadership for Effective & Equitable Organizations

eISSN: 15523519 | ISSN: 0013161X | Current volume: 60 | Current issue: 2 Frequency: 5 Times/Year

Educational Administration Quarterly (EAQ) publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.

The goal of the editorial team and the journal’s editorial board is to promote sound scholarship and a clear and continuing dialogue among scholars and practitioners from a broad spectrum of education.

In recognition of scholarly contributions for each volume year of EAQ, the University Council for Educational Administration bestows the annual William J. Davis Award to the author(s) of the most outstanding article published in EAQ during the preceding volume year.

Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues facing educational organizations. As an editorial team, we embrace traditional and emergent theoretical frameworks, research methods, and topics. We particularly promote the publication of rigorous and relevant scholarly work with utility for educational policy, practice, and research.

The journal’s primary focus is on studies of educational leadership, organizations, leadership development, and policy as they relate to elementary and secondary levels of education. Examinations of leadership and policy that fall outside K-12 are considered insofar as there are meaningful connections to the K-12 arena (e.g., college pipeline). International comparative investigations are welcome to the extent they have implications for a broad audience.

Educational Administration Quarterly honors

  • expanded views and sources of educational leadership, including beyond the individual as leader;
  • multiple purposes and outcomes of educational leadership (e.g., instructional, managerial, democratic, inclusive, social justice);
  • diverse analytical/theoretical lenses (e.g., organizational, sociological, sociocultural, distributed, critical)

As examples, the editorial team encourages manuscripts that

  • address the influence of leadership and policy on educational practice and outcomes
  • address the impact of diverse forms of leadership preparation and development
  • consider how the organizational structure of districts and schools impacts leadership and improvement processes
  • enrich our understanding of schools as agents of social change
  • examine educational environments that promote equity and social justice for students and faculty
Gerardo R. Lopez Michigan State University, USA
Editorial Board
Yi-Hwa Liou National Taipei University of Education, Taiwan
Curt Adams University of Oklahoma, USA
Gary Anderson New York University, USA
Bruce Baker Rutgers University, USA
Bill Black University of South Florida, USA
Ira Bogotch Florida Atlantic University, USA
Katrina Bulkley Montclair State University, USA
Marissa Cannata Vanderbilt University, USA
Paula Cordeiro University of San Diego, USA
Shelby Cosner University of Illinois at Chicago, USA
Janet Decker Indiana University, Bloomington, USA
David DeMatthews University of Texas, Austin, USA
Suzanne E. Eckes University of Wisconsin, USA
Karen Edge University College London, UK
Érica Fernández Miami University, USA
Bonnie Fusarelli North Carolina State University, USA
Roger Goddard Ohio State University, USA
Preston Green University of Connecticut, USA
Terrance Green The University of Texas at Austin, USA
Jason Grissom Vanderbilt University, USA
Don Hackmann University of Illinois at Urbana-Champaign, USA
Kristin Huggins Washington State University, USA
Decoteau Irby University of Illinois at Chicago, USA
Lisa A. W. Kensler Auburn University, USA
Van Lac University of Illinois, Chicago, USA
Chad Lochmiller Indiana University, USA
Leslie Locke Minnesota State University, Mankato, USA
Ruth Maria Lopez University of Arizona, USA
Hollie Mackey North Dakota State University, USA
Melinda Mangin Rutgers University, USA
Michael Owens Brigham Young University
Mark Paige University of Massachusetts, Dartmouth, USA
Donald J. Peurach University of Michigan, USA
John Pijanowski University of Arkansas, USA
Bradley S. Portin University of Washington, USA
Jennifer King Rice University of Maryland, USA
Jessica Rigby University of Washington, USA
Jay Scribner Old Dominion University, USA
Megan Tschannen-Moran William and Mary University, USA
Kyle Wahlstrom University of Minnesota, USA
Terri Watson City College New York, USA
Associate Editors
Alex Bowers Columbia University, USA
Susan Faircloth Colorado State University, USA
Kyle Ingle University of Louisville, USA
Marsha Modeste Pennsylvania State University, USA
Samantha Scribner Indiana University–Purdue University Indianapolis, USA
Lolita Tabron University of Denver, USA
Chris Torres University of Michigan, Ann Arbor, USA
Jiangang Xia University of Nebraska-Lincoln, USA
Managing Editor
Marilynn Howard University of Utah, USA
Senior Editorial Assistants
Alounso Gilzene Florida State University, USA
Graduate Assistant
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
  • EBSCO: Educational Administration Abstracts
  • ERIC Current Index to Journals in Education (CIJE)
  • Educational Research Abstracts Online (T&F)
  • International Bibliography of Periodical Literature on the Humanities and Social Sciences (IBZ)
  • NISC
  • ProQuest Education Complete
  • ProQuest Education Journals
  • Scopus
  • Social SciSearch
  • Social Sciences Citation Index (Web of Science)
  • Wilson Education Index/Abstracts
  • Educational Administration Quarterly (EAQ) uses an electronic submission and review process. Manuscripts should be submitted at, where authors will be required to set up an online account in the SageTRACK system powered by ScholarOne.

    Ordinarily, manuscripts should be 25 to 40 pages in length, inclusive of references, tables, and figures. All tables should be included in the electronic file. Figures may be submitted in separate electronic files, preferably as TIFF or JPEG images, although we can accept most other formats. Figures must be of sufficient resolution for high-end printing: 1200 dpi for line art, 300 dpi for grayscale, and 600 dpi for color.

    Manuscripts should follow the style of the 7th edition of the Publication Manual of the American Psychological Association (APA), including organization and structure, formatting of references, tables and figures, and all other APA formatting concerns. Authors should review the section in the manual on Self-Plagiarism. All copy should be typed, double-spaced in Times New Roman 12-point font with notes, references, tables, and figures appearing at the end of the manuscript per APA style. Manuscripts that do not adhere to all components of APA style will not be sent out for review. Please ensure that hyperlinks (e.g., and digital object identifier (doi) numbers in the manuscript are activated and correct.

    Finally, manuscripts that clearly do not meet standards for scholarship or are not consistent with the mission of the journal (please see Aims & Scope) will not be sent out for review. For empirical submissions, please consult the American Educational Research Association’s (AERA) Standards for Reporting on Empirical Social Science Research (? The American Psychological Association’s Reporting Standards for Research in Psychology may also be useful ( For conceptual papers, we encourage authors to consult AERA’s Standards for Reporting on Humanities-Oriented Research ( and Watts (2011) (see Watts, R. E. (2011). Developing a conceptual article for publication in counseling journals. Journal of Counseling & Development, 89(3), 308-312.)

    Structured Abstract
    Each manuscript should include a structured abstract, similar to those described by Mosteller, Nave, and Miech in the January/February 2004 Educational Researcher Commentary, “Why We Need a Structured Abstract in Education Research." The structured abstract for empirical manuscripts should include very brief subheaded sections such as Purpose, Research Methods/Approach (e.g., Setting, Participants, Research Design, Data Collection, and Analysis), Findings, and Implications for Research and Practice. Nonempirical or conceptual manuscripts should use subheads appropriate to the conceptual argument or position promoted or discussed (e.g., Purpose, Proposed Conceptual Argument or Model, Implications). Including section heads, abstracts should not exceed 250 words. Additionally, five key words or phrases should appear after the abstract along with an indication of the type of article (e.g., empirical paper, conceptual paper).

    Author Identification
    Manuscripts should include a cover sheet with the title, author’s name, address, phone number, fax number, and e-mail address, along with a brief biographical statement (2-3 sentences). If the article was authored by more than one person, coauthors’ names, e-mail addresses, phone numbers, and biographical statements should also be included. However, to ensure appropriate anonymize review, the author’s name or identifying information should NOT appear in headers, footers, reference list, or other portions of the manuscript text; instead, author self-citation should be indicated by (Author, year) in the text. References should similarly list (Author, year) and exclude title, publisher, etc., to ensure anonymize review.

    From the Field Submissions
    In addition to its regular anonymize-refereed empirical or conceptual manuscripts, the EAQ editorial staff reviews and accepts other work for inclusion in the From the Field section of the journal. From the field submissions should be brief and feature research in progress, significant research dissemination efforts, research utilization and may include highlights of award-winning dissertations.

    Originality of Manuscript
    Manuscripts submitted for consideration must be the original work of the submitting authors, not be previously published in any form - print or online - and be submitted only to the journal. Referees evaluate submitted manuscripts anonymously.

    Assistance with English Language Submissions
    Authors interested in refining the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at

    Please be aware that Sage has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.


    From time to time, EAQ may publish issues dedicated to specific topics and/or themes deemed timely and significant to the field of educational leadership. Those interested in proposing a special theme issue of EAQ should first contact the editor, Gerardo López at: Final decisions on special issue proposals are subject to the review of the EAQ editor and editorial team.

    As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    For more information, please refer to the Sage Manuscript Submission Guidelines.

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