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Educational Management Administration & Leadership

Educational Management Administration & LeadershipSCIESSCI

国际简称：EDUC MANAG ADM LEAD  参考译名：教育管理 行政与领导

  • 中科院分区

    2区

  • CiteScore分区

    Q1

  • JCR分区

    Q1

基本信息：
ISSN：1741-1432
E-ISSN：1741-1440
是否OA：未开放
是否预警：否
TOP期刊：是
出版信息：
出版地区：ENGLAND
出版商：SAGE
出版语言：English
出版周期：6 issues/year
出版年份：1972
研究方向：EDUCATION & EDUCATIONAL RESEARCH
评价信息：
影响因子：2.7
CiteScore指数：8.2
SJR指数：1.47
SNIP指数：2.501
发文数据：
Gold OA文章占比：25.47%
研究类文章占比：87.10%
年发文量：62
自引率：0.1944...
开源占比：0.1477
出版撤稿占比：0
出版国人文章占比：0.07
OA被引用占比：0.0379...
投稿咨询 加急见刊
英文简介 期刊介绍 CiteScore数据 中科院SCI分区 JCR分区 发文数据 常见问题

英文简介Educational Management Administration & Leadership期刊介绍

EMAL, also known as Educational Management Administration&Leadership, is an internationally renowned peer-reviewed journal dedicated to publishing original and significant research findings in the fields of education management, administration, and leadership from around the world. Since its inception, this magazine has been committed to promoting the deep integration of educational management theory and practice, providing a platform for the academic and practical communities to exchange ideas and share experiences.

EMAL covers a wide range of educational management issues at various levels, including schools, vocational and higher education institutions, including education policy formulation, organizational management, education leadership and decision-making, education quality assessment and supervision, and more. It is not only an important academic resource in the field of education management, but also an indispensable reference tool for education managers, policy makers, scholars, and staff of related institutions.

期刊简介Educational Management Administration & Leadership期刊介绍

《Educational Management Administration & Leadership》自1972出版以来，是一本教育学优秀杂志。致力于发表原创科学研究结果，并为教育学各个领域的原创研究提供一个展示平台，以促进教育学领域的的进步。该刊鼓励先进的、清晰的阐述，从广泛的视角提供当前感兴趣的研究主题的新见解，或审查多年来某个重要领域的所有重要发展。该期刊特色在于及时报道教育学领域的最新进展和新发现新突破等。该刊近一年未被列入预警期刊名单，目前已被权威数据库SCIE、SSCI收录，得到了广泛的认可。

该期刊投稿重要关注点：

Cite Score数据（2024年最新版）Educational Management Administration & Leadership Cite Score数据

  • CiteScore：8.2
  • SJR：1.47
  • SNIP：2.501
学科类别 分区 排名 百分位
大类：Social Sciences 小类：Education Q1 85 / 1543

94%
大类：Social Sciences 小类：Strategy and Management Q1 85 / 478

82%

CiteScore 是由Elsevier(爱思唯尔)推出的另一种评价期刊影响力的文献计量指标。反映出一家期刊近期发表论文的年篇均引用次数。CiteScore以Scopus数据库中收集的引文为基础，针对的是前四年发表的论文的引文。CiteScore的意义在于，它可以为学术界提供一种新的、更全面、更客观地评价期刊影响力的方法，而不仅仅是通过影响因子(IF)这一单一指标来评价。

历年Cite Score趋势图

中科院SCI分区Educational Management Administration & Leadership 中科院分区

中科院 2023年12月升级版 综述期刊：否 Top期刊：否
大类学科 分区 小类学科 分区
教育学 2区 EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 3区

中科院分区表 是以客观数据为基础，运用科学计量学方法对国际、国内学术期刊依据影响力进行等级划分的期刊评价标准。它为我国科研、教育机构的管理人员、科研工作者提供了一份评价国际学术期刊影响力的参考数据，得到了全国各地高校、科研机构的广泛认可。

中科院分区表 将所有期刊按照一定指标划分为1区、2区、3区、4区四个层次，类似于“优、良、及格”等。最开始，这个分区只是为了方便图书管理及图书情报领域的研究和期刊评估。之后中科院分区逐步发展成为了一种评价学术期刊质量的重要工具。

历年中科院分区趋势图

JCR分区Educational Management Administration & Leadership JCR分区

2023-2024 年最新版
按JIF指标学科分区 收录子集 分区 排名 百分位
学科：EDUCATION & EDUCATIONAL RESEARCH SSCI Q1 109 / 756

85.6%
按JCI指标学科分区 收录子集 分区 排名 百分位
学科：EDUCATION & EDUCATIONAL RESEARCH SSCI Q1 134 / 756

82.34%

JCR分区的优势在于它可以帮助读者对学术文献质量进行评估。不同学科的文章引用量可能存在较大的差异，此时单独依靠影响因子(IF)评价期刊的质量可能是存在一定问题的。因此，JCR将期刊按照学科门类和影响因子分为不同的分区，这样读者可以根据自己的研究领域和需求选择合适的期刊。

历年影响因子趋势图

发文数据

2023-2024 年国家/地区发文量统计
  • 国家/地区数量
  • England47
  • USA41
  • CHINA MAINLAND26
  • South Africa26
  • Israel23
  • Australia14
  • Spain12
  • Turkey12
  • Malaysia11
  • GERMANY (FED REP GER)9

本刊中国学者近年发表论文

  • 1、Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools

    Author: Zhan, Xi; Anthony, Anika B.; Goddard, Roger; Beard, Karen Stansberry

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 1, pp. 75-94. DOI: 10.1177/1741143220963103

  • 2、Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

    Author: Wei, Feng; Ni, Yongmei

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 1, pp. 198-218. DOI: 10.1177/1741143220968166

  • 3、How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis

    Author: Liu, Shengnan; Yin, Hongbiao

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 2, pp. 345-364. DOI: 10.1177/1741143220975766

  • 4、The leadership of ICT coordinators: A distributed perspective

    Author: Woo, David

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 2, pp. 308-323. DOI: 10.1177/1741143220979714

  • 5、The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context

    Author: Lee, Daphnee Hui Lin; Ip, Noelle Kwok Kwan

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 2, pp. 324-344. DOI: 10.1177/1741143220985159

  • 6、Emotional trajectory at different career stages of principalship: A perspective from excellent principals

    Author: Chen, Junjun; Walker, Allan

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 2, pp. 384-404. DOI: 10.1177/1741143220985300

  • 7、Teacher leaders' brokerage practice in China: Impact on teacher learning in a school-university partnership

    Author: Wang, Xiaofang; Wong, Jocelyn L. N.

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. 51, Issue 3, pp. 751-768. DOI: 10.1177/17411432211009902

  • 8、Transformational leadership and teachers' voice behaviour: A moderated mediation model of group voice climate and team psychological safety

    Author: Wang, Guanghui; Li, Jiahui; Liu, Hui; Zaggia, Cristina

    Journal: EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP. 2023; Vol. , Issue , pp. -. DOI: 10.1177/17411432221143452

投稿常见问题

通讯方式：Educ. Manag. Adm. Leadersh.。

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