OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Educational Administration is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-01-01 to 2026-01-01.)

Article	Citations
Guest editorial: Organizing schools for the future: innovative conceptualizations of schools as organizations	50
Illustrating the power and complexity of a National Longitudinal Superintendent Database through an exploration of cross-state mobility	36
Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange	35
Race, gender and the leadership of Black women superintendents	34
“This is not going to be a quick fix”: a grounded theory study of superintendents leading school integration through redistricting	30
Dilemmas in district–university partnerships: examining network improvement communities as levers for systems change	24
Principals' role in teachers' knowledge-sharing beliefs, intention and behaviour in Iranian schools: exploring the impact of knowledge-sharing leadership	18
A case study of successful leadership by an elementary school principal in Japan	17
Using multiple leadership frames to understand how two school principals are influencing teachers' practices and achievement of Hispanic English learners	15
Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being	14
Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy	13
Superintendents’ strategic leadership for just and equitable systemic change	11
There and back again: analyzing the characteristics of demoted principals	11
Emotional well-being of school principals: exploring enhancement and risk factors	10
Context, leadership and school success: Australian suburban, rural and remote cases from the ISSPP	10
Interweaving resilience: leadership of continuous improvement partnerships and Mary Parker Follett's theory of relational process	10
An open systems model of successful school leadership	9
Distributed leadership and inclusive education for underserved groups: examining the mediating role of teacher autonomy	9
Teachers of English learners: perceived motivators to becoming principals of high-needs schools	9
Superintendent voices: the impact of gender and race while seeking and serving in the superintendency	9
Understanding self-fulfillment: principals’ perspectives in special education for complex disabilities	9
The impact of transformational leadership on teachers' job burnout: the mediating role of social-emotional competence and student-teacher relationship	9
Boosting novice teachers’ retention intention: international evidence on the role of mentoring via job satisfaction and organizational commitment	9
Agents of change? How district leaders shape absorptive capacity within research–practice partnerships	8
Co-designing a Children’s Cabinet: a school district–university partnership for youth well-being post-pandemic	8

Resilience and purpose as predictors of Portuguese school leaders' work well-being	8
A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests	8
Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning	8
Struggling toward symmetry: leadership for restorative justice and deeper learning at an urban charter school	8
Peer mentoring for professional socialisation – shaping novice principals’ leadership identity?	8
Successful school leadership in Scotland: a journey to sustainable improvement	7
Using social media to create real time online networks of school leaders	7
Reframing crisis and crisis management: examining three urban superintendents’ COVID-19 experiences	7
United States superintendents’ experiences with professional networks and other social supports in politically contentious times	7
From confidence to impact: how school leaders’ self-efficacy moderates the relationship between transformational leadership and organizational learning in K-12 schools	7
Publisher’s Note	7
Superintendent resilience: a qualitative exploration of resilience leadership skills	7
A review of professional learning community (PLC) instruments	6
School leadership during the COVID-19 crisis: a scoping review of empirical research	6
School leadership and achievement gaps based on socioeconomic status: a search for socially just instructional leadership	6
Understanding the relationship between teacher leadership and teacher well-being: the mediating roles of trust in leaders and teacher efficacy	5
Guest editorial: Leading for deeper learning: moving from niche to norm	5
Transformative leadership conversation: a conceptualization and empirical test of its function	5
Deeper professional learning: how leaders design for teachers to share their deeper learning practices	5
Teacher distrust in the school principal: a mental state distinct from trust	5
Leadership coaching relationships: a qualitative examination of underlying factors	5
Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India	4
Leading for equity: how principals experience professional learning	4
Transformational school leadership: a systematic review of research in a centralized education system	4
Exploring middle-level school leadership styles through role-play simulations	4
How strong principals succeed: improving student achievement in high-poverty urban schools	4
Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership	4
Working together towards school success in a rural school context: “It works well but we are not satisfied”	4
A rickety bridge: the complexities of vice-principals' interactions with principals and teachers in Israel	4
Leading during long-term crises: an analysis of perceived effectiveness leadership in K-12 schools	4
Talking about data: an analysis of data-team conversations and principals’ influence on them	4
Time is ticking: the dynamics of education reform in the Covid-era	4
Student trust in school peers: a relational condition for optimal school functioning	4
Leading through a crisis: caring, supportive, and social justice leadership of school principals in Israel’s minority Arab society	3
Hopeful leadership and reciprocity: one woman’s narrative as school founder, owner and leader in Bangladesh	3
Are resources and demands from accountability policies productive? How leaders build district capacity in response to school turnaround policy	3
Principal systems thinking and senior management team effectiveness: the mediating role of senior management team learning	3
Commentary: On the road to deeper learning	3
Culture–leadership intersections in support of deeper learning at a career and technical education center	3
Leveraging co-teaching in pre-service teacher education to enhance classroom management skills of pre-service teachers in China: effects and implications	3
Examining application and hiring patterns of superintendents	3
For what purpose? Swedish superintendents' perspectives of professional development for principals	3
The experience of loneliness among school principals: episodic loneliness versus persistent day-to-day loneliness	3
Tensions in data use for mission: academic data within holistic education	3
Following the data: an analysis of two schools' use of social emotional data	3
Building agency in school–university partnerships: lessons from collaborative research during the pandemic	3
Unaccounted work of women leaders – the experience and impact of providing emotional labour on women leaders	3
How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis	3
Examining a district-union-university partnership for professionalizing teachers to lead school improvement efforts	2
Commentary – Research on successful school principalship: progress on a secure front	2

Commentary: Navigating the complexity, bridging the gap: the role of school-university partnership in sustaining school improvement during the post-pandemic era	2
The paradox of leading amidst uncertainty: maintaining balance on an unstable beam	2
Leading for deeper learning: international perspectives	2
Leading teacher instructional practices in Türkiye: do inner school conditions matter?	2
Unveiling leadership priorities: a comparative study of principal time use across high school types	2
Black and Latina educational leaders’ motherwork: a reflection of identity, radical care and collective love	2
Explaining variation in the implementation of observational processes by school leaders: evidence from a Tennessee-based researcher–practitioner partnership	2
Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data	2
Between Scylla and Charybdis. Navigating the governance regime to sustain school success	2
Pandemic memoranda: how school district and teachers' union administrators modified collective bargaining agreements during the COVID-19 pandemic	2
School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?	2
How should leaders “sustain the legacy” of urban catholic schools? An exploration of catholic school and system leader perspectives	2
Labor market impact of the Massachusetts state licensure performance assessment for leaders	2
Wartime leadership: the role of displaced school principals during war	2
Distributed leadership strengthening the role of transformational leadership in enhancing teacher psychological capital and well-being	2
Leaders' advice networks over time: the role of beliefs and organizational learning during change implementation	2
Fostering teacher commitment through inclusive leadership: the mediating roles of teacher collaboration and teacher professionalism	2