The Journal of Educational Administration, founded in 1963, was the first international refereed journal in the field of K-12 educational leadership and management. From its inception, JEA has sought to publish research on K-12 educational administration conducted across diverse political, economic, and socio-cultural contexts. Indeed, publications featured in JEA have both anticipated and traced the evolution of K-12 educational administration into a global field of research and practice. JEA is celebrating 60 years of publication.
Aims and scope
Articles published in the Journal of Educational Administration (JEA) demonstrate the editors’ continuing commitment to theory, empirical research and critical analysis of the field’s development. JEA’s primary focus is on understanding issues of leadership and management in K-12 schools and school systems.

This broad focus includes studies exploring:

How K-12 leadership is shaped by the cultural and national context of schools
How K-12 leadership effects on teachers and teaching
Features of the K-12 school organization (e.g., culture, climate, health)
K-12 school effectiveness and student outcomes
K-12 Human resource processes and development
Human resource management in K-12 school systems
K-12 school leadership and change management
K-12 school administrator and teacher selection and evaluation
K-12 school leader preparation and development
Although the majority of papers published in JEA are based on studies that report empirical data, the journal does not give priority to quantitative, qualitative or mixed methods research.

Regardless of the empirical research paradigm, we expect a high standard of reporting the methods of the research. JEA also remains one of the primary international venues for reporting theoretical critiques and systematic reviews of research. This reflects our belief in the role that journals play in supporting the productive synthesis of knowledge