Current Issue

Vol. 10 No. 1 (2025): Spring Issue
					View Vol. 10 No. 1 (2025): Spring Issue

JSARD is pleased to present the Spring 2025 issue, the first issue in its tenth volume, which features four articles addressing four unique dimensions of K-12 educational leadership. These articles come from 10 researchers representing five different universities from three countries. Articles address topics of preschool organizational climate, instructional rigor, workplace spirituality, and the Science of Reading movement. These papers, although distinct in focus, each maintain a balance between the empirical and the practical––something that characterizes the aims of JSARD. We encourage you to read, examine, deliberate, and share––all in the interest of the continual improvement of our schools and the betterment of our children's education. 

 
Published: 2025-05-28

Full Issue

Research Articles

  • Teachers’ and Principals’ Perception of Organizational Climate in Preschool: A Case of the Czech Republic

    DOI: https://doi.org/10.32674/f64fwb92
    Adriana Wiegerová, Peter Gavora
    1-12
  • RIGOR Walk: Development and Initial Validation of a Framework to Support Rigorous Learning Environments

    DOI: https://doi.org/10.32674/1y0nt941
    James Marshall, Douglas Fisher, Nancy Frey
    13-26
  • Workplace Spirituality and Happiness at Work Among School Teachers with Mediating Effect of Job Stress

    DOI: https://doi.org/10.32674/e97q3070
    Sana Hussain, Zareen Hussain
    27-37

Essays and Commentaries

  • Navigating (Another) Reading Crisis as an Administrator: Rethinking the “Science of Reading” Movement

    DOI: https://doi.org/10.32674/w257rm09
    Paul Thomas
    38-48
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The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 school administration and leadership. 

Founded in 2016, JSARD’s mission is to publish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policymakers to improve K-12 schools. The journal focuses primarily on schools within the United States; however, we also welcome articles on K-12 education from around the world that have wide implications, regardless of the educational setting.  JSARD publishes at least twice annually.