Educational Management Administration & Leadership SCIE SSCI

國(guó)際簡(jiǎn)稱：EDUC MANAG ADM LEAD 參考譯名：教育管理行政與領(lǐng)導(dǎo)

主要研究方向：EDUCATION & EDUCATIONAL RESEARCH 非預(yù)警期刊審稿周期：

《教育管理行政與領(lǐng)導(dǎo)》(Educational Management Administration & Leadership)是一本由SAGE出版的以EDUCATION & EDUCATIONAL RESEARCH為研究特色的國(guó)際期刊，發(fā)表該領(lǐng)域相關(guān)的原創(chuàng)研究文章、評(píng)論文章和綜述文章，及時(shí)報(bào)道該領(lǐng)域相關(guān)理論、實(shí)踐和應(yīng)用學(xué)科的最新發(fā)現(xiàn)，旨在促進(jìn)該學(xué)科領(lǐng)域科學(xué)信息的快速交流。該期刊是一本未開放期刊，近三年沒有被列入預(yù)警名單。該期刊享有很高的科學(xué)聲譽(yù)，影響因子不斷增加，發(fā)行量也同樣高。

2區(qū) 中科院分區(qū)
Q1 JCR分區(qū)
62 年發(fā)文量
2.7 IF影響因子
未開放 是否OA
1972 創(chuàng)刊年份
6 issues/year 出版周期
English 出版語(yǔ)言

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.

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Educational Management Administration & Leadership期刊信息

ISSN：1741-1432
出版語(yǔ)言：English
是否OA：未開放
E-ISSN：1741-1440
出版地區(qū)：ENGLAND
是否預(yù)警：否
出版商：SAGE
出版周期：6 issues/year
創(chuàng)刊時(shí)間：1972
開源占比：0.1477
Gold OA文章占比：25.47%
OA被引用占比：0.0379...
出版國(guó)人文章占比：0.07
出版撤稿占比：0
研究類文章占比：87.10%

Educational Management Administration & Leadership CiteScore評(píng)價(jià)數(shù)據(jù)（2024年最新版）

CiteScore

SJR

SNIP

CiteScore 指數(shù)

8.2

1.47

2.501

學(xué)科類別	分區(qū)	排名	百分位
大類：Social Sciences 小類：Education	Q1	85 / 1543	94%
大類：Social Sciences 小類：Strategy and Management	Q1	85 / 478	82%

名詞解釋：CiteScore 是衡量期刊所發(fā)表文獻(xiàn)的平均受引用次數(shù)，是在 Scopus 中衡量期刊影響力的另一個(gè)指標(biāo)。當(dāng)年CiteScore 的計(jì)算依據(jù)是期刊最近4年（含計(jì)算年度）的被引次數(shù)除以該期刊近四年發(fā)表的文獻(xiàn)數(shù)。例如，2022年的 CiteScore 計(jì)算方法為：2022年的 CiteScore =2019-2022年收到的對(duì)2019-2022年發(fā)表的文件的引用數(shù)量÷2019-2022年發(fā)布的文獻(xiàn)數(shù)量注：文獻(xiàn)類型包括：文章、評(píng)論、會(huì)議論文、書籍章節(jié)和數(shù)據(jù)論文。

Educational Management Administration & Leadership中科院評(píng)價(jià)數(shù)據(jù)

中科院 2023年12月升級(jí)版

Top期刊	綜述期刊	大類學(xué)科		小類學(xué)科
否	否	教育學(xué)	2區(qū)	EDUCATION & EDUCATIONAL RESEARCH 教育學(xué)和教育研究	3區(qū)

中科院 2022年12月升級(jí)版

Top期刊	綜述期刊	大類學(xué)科		小類學(xué)科
否	否	教育學(xué)	3區(qū)	EDUCATION & EDUCATIONAL RESEARCH 教育學(xué)和教育研究	3區(qū)

中科院 2021年12月舊的升級(jí)版

Top期刊	綜述期刊	大類學(xué)科		小類學(xué)科
否	否	教育學(xué)	3區(qū)	EDUCATION & EDUCATIONAL RESEARCH 教育學(xué)和教育研究	3區(qū)

中科院 2021年12月升級(jí)版

Top期刊	綜述期刊	大類學(xué)科		小類學(xué)科
否	否	教育學(xué)	3區(qū)	EDUCATION & EDUCATIONAL RESEARCH 教育學(xué)和教育研究	3區(qū)

中科院 2020年12月舊的升級(jí)版

Top期刊	綜述期刊	大類學(xué)科		小類學(xué)科
否	否	教育學(xué)	2區(qū)	EDUCATION & EDUCATIONAL RESEARCH 教育學(xué)和教育研究	2區(qū)

Educational Management Administration & Leadership JCR評(píng)價(jià)數(shù)據(jù)（2023-2024年最新版）

按JIF指標(biāo)學(xué)科分區(qū)	收錄子集	分區(qū)	排名	百分位
學(xué)科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q1	109 / 756	85.6%

按JCI指標(biāo)學(xué)科分區(qū)	收錄子集	分區(qū)	排名	百分位
學(xué)科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q1	134 / 756	82.34%

Educational Management Administration & Leadership歷年數(shù)據(jù)統(tǒng)計(jì)

影響因子

中科院分區(qū)

Educational Management Administration & Leadership中國(guó)學(xué)者發(fā)文選摘

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