journal review of educational research

The  Review of Educational Research  ( RER , bimonthly, begun in 1931) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research.  RER  encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.  RER  does not publish original empirical research unless it is incorporated in a broader integrative review.  RER  will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.

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International Journal of Educational Research Review ( ISSN:2458-9322 )

International Journal of Educational Research Review  publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review  aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

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EDUCATIONE: Journal of Education Research and Review (e-ISSN: 2986-2183) publishes critical, integrative reviews of research literature bearing on education, including conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. Published by CV. Totus Tuus.

Current Issue

Volume 2, Issue 2 of the Education Journal features a diverse range of original research articles addressing critical issues in education. This issue includes studies on the perceptions of cooperating teachers regarding the mentoring of pre-service teachers during teaching practicum, and the innovative application of Powtoon-based AI technology in creating entrepreneurship teaching materials. Other articles explore the effectiveness of group counseling with self-management techniques to improve students' academic responsibility, and examine the psychological and performance impacts of online learning systems during the COVID-19 pandemic. Additionally, this issue investigates the conditions of academic burnout among Indonesian students and mental health conditions related to social media addiction, offering a comprehensive overview of contemporary educational challenges and technological advancements.

Original Article

Perceptions of cooperating teachers on pre-service teachers’ mentoring in teaching practicum: empirical evidence from initial teacher education, application of powtoon-based ai technology in making entrepreneurship teaching materials, effectiveness of group counseling with self management techniques to improve academic responsibility of students, the impact of the application of online learning systems during the covid-19 pandemic on the psychological condition and learning performance of students, academic burnout conditions in indonesian students: physical, mental, and emotional, mental health conditions in social media addiction, principal contact, support contact, visit our office.

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How leaders’ empowering behavior influences teacher’s positive voice behavior: the mediating role of self-efficacy and burnout

• Ao LIANG School of Management, Tung Wah College, Hong Kong 999077, P. R. China https://orcid.org/0009-0004-0798-5671
• Sudan WU Shenzhen Institute of Educational Sciences, Shenzhen 518100, P. R. China
• Shuya XIAO School of Graduate Studies, Lingnan University, Tuen Mun, New Territories, Hong Kong 999077, P. R. China
• Tianyang WEN School of Graduate Studies, Lingnan University, Tuen Mun, New Territories, Hong Kong 999077, P. R. China
• Jacob Oppong NKANSAH School of Graduate Studies, Lingnan University, Tuen Mun, New Territories, Hong Kong 999077, P. R. China

This study examines the psychological process by which delegative leadership affects subordinates' positive voice behavior in the context of educational management. The theoretical model proposes that teachers' self-efficacy and burnout mediate the relationship between school managers' empowering behavior and teachers' positive voice behavior. Based on 351 samples from primary schools in Shenzhen, China, the findings support the mediating role of teachers' self-efficacy in partially explaining the effect of school managers' empowering behavior. This study elucidates the psychological process through which delegative leadership influences teachers' positive voice behavior and provides practical suggestions for school leaders/managers to deepen their understanding of how to help employees express their opinions in organizations.

Cited as: Liang, A., Wu, S., Xiao, S., Wen, T., Nkansah, J. (2024). How leaders’ empowering behavior influences teacher’s positive voice behavior: the mediating role of self-efficacy and burnout. Education and Lifelong Development Research, 1(2): 82-91. https://doi.org/10.46690/elder.2024.02.04

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