Educational Administration Quarterly (EAQ) is a leading peer-reviewed journal dedicated to advancing the understanding of educational administration, leadership, and policy. It publishes rigorous empirical research, insightful theoretical analyses, and critical reviews that address the complex challenges facing educational leaders and policymakers. EAQ serves as a forum for scholars and practitioners to engage in informed discussions and contribute to the improvement of educational organizations and systems.
Key areas covered include school leadership, educational policy, organizational theory, and the sociology of education. It aims to bridge the gap between research and practice, offering actionable insights for educational leaders and policymakers. Indexed in major databases, it attracts submissions that are methodologically sound and relevant to contemporary issues in education. Its audience consists of researchers, administrators, policymakers, and graduate students in educational leadership and related fields.
Educational Administration Quarterly promotes scholarly inquiry that informs effective leadership and policy decisions, contributing to the advancement of education systems worldwide. Authors are encouraged to submit manuscripts that address critical issues and offer innovative solutions for improving educational outcomes.