Journal Description

Global Journal of Education and Allied Research (GJEAR) is a prestigious, peer-reviewed publication dedicated to the advancement of education-related research and allied fields. The journal serves as a comprehensive platform for educators, researchers, scholars, practitioners, and policymakers to share their insights, findings, and innovations in the diverse domains of education and related areas.


Aim and Scope: The primary aim of the Global Journal of Education and Allied Research (GJEAR) is to foster knowledge dissemination, promote critical discussions, and facilitate collaborative efforts that contribute to the improvement of education systems and the advancement of allied research fields. The journal welcomes original research articles, review papers, case studies, and theoretical analyses across a broad range of topics

EMOTIONAL INTELLIGENCE ON LEADERSHIP EFFECTIVENESS AMONG SCHOOL ADMINISTRATORS

In the current discourse on educational leadership, Emotional Intelligence (EI) has emerged as an essential construct that influences leadership effectiveness. This research delves into the impact of EI on leadership efficacy by surveying 276 teachers to gauge the perceived effectiveness of leaders in relation to their emotional competencies. The study utilized a correlational design, revealing that domain of EI—such as Self-Awareness and Regulation, Empathy and Social Awareness,

Liu Lilian

SHARED LEADERSHIP AND ACADEMIC OPTIMISM AMONG UNIVERSITY TEACHERS

As traditional hierarchies in educational settings are increasingly being supplanted by inclusive frameworks, the concept of shared leadership has come to the forefront as a model capable of cultivating a dynamic and positive academic environment. This study explored the impact of shared leadership practices on academic optimism among educators and administrators, specifically examining the relationship between collaborative decision-making, distributed responsibilities, and an optimistic

Zhang Yalin

TEACHER ENGAGEMENT AND CLASSROOM PARTICIPATION AMONG MUSIC STUDENTS

Teachers play a pivotal role in shaping student outcomes through their involvement, passion, and commitment. This study investigated the correlation between teacher engagement and classroom participation among 292 surveyed students. The results revealed that teacher engagement was positively correlated with classroom participation (Pearson r = 0.57, p < 0.001), signifying a moderate and positive relationship. The study assessed various domains, including Emotional Support, Organization

Yan Chunying