The Journal of Practice and Research in Teacher Leadership
The International Journal of Teacher Leadership (IJTL) is an online, open-access peer-reviewed journal of practice and research in teacher leadership. IJTL is published twice a year. The primary goal of IJTL is to provide both researchers and teachers of education significant sources of information based on recent advances in theory, research, and practice in teacher leadership.
The editors of the IJTL invite you to submit manuscripts regarding teacher leadership issues to be considered for publication. We welcome submissions from a wide community of practitioners and researchers—from professors, teachers, administrators, leaders, trainers, specialists, and graduate students.
Note: To be considered for publication in IJTL, prospective authors must include the following statement in their cover page (see information for author page for the complete guidelines): I have read these guidelines concerning originality and the use of AI. I certify that I have followed these guidelines in the preparation and/or revision of the manuscript that I have submitted to IJTL.
Spring 2026 Special Invited Issue: Writing a Teaching Philosophy Statement
Guest Editor: Amy Gimino
Since the late 1980’s, Teaching Philosophy Statements (TPS) have become part of hiring, retention, tenure, and promotion processes of Institutions of Higher Education (IHEs) in the United States (US) and beyond. The increased prominence of TPS calls for a closer look at IHE guidelines and supports for these statements (Platt, 2005). Since research demonstrates teachers have the largest effect on student achievement, Darling-Hammond and Bransford (2005) recommend all teachers have foundational knowledge in teaching and learning to effectively attend to content-area demands, a diversified student population, and the social purposes of education. In reality, while TK-12 teachers undergo extensive teacher training, most college instructors begin teaching with no or limited pedagogical training; yet “teach or perish” is a central mission of two- and four-year colleges (Ahn, 2018). With limited guidance, faculty are expected to demonstrate effective teaching and become instructional leaders to successfully navigate the complex world of higher education. To support current and future faculty success, and ultimately benefit their students, the Spring 2026 special issue of IJTL will explore a new framework with TPS statements from early career and prospective IHE faculty who have used the framework.
Fall 2027 General Issue: Open call for teacher leadership