Vol 5 No 2 (2023): Research in Educational Policy and Management (Vol.5 issue 2, In Progress)
Research in Educational Policy and Management (Vol.5 issue 2, In Progress)

The Research in Educational Policy and Management (REPAM) is a double-blind peer-reviewed scholarly online journal. REPAM welcomes any research papers on issues such as educational policy, management and leadership in education, research and evaluation, the racial and economic achievement gap in education reform, leadership in social-change organizations, entrepreneurship in education, and the use of data to improve teaching and learning, curricular reform in P–20.


Hassan Elannani
Wisconsin District Administrators’ Decision-Making Approaches during COVID-19 Pandemic-Related School Closures
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Faisal Hassan Issa, Levina Temu
Enrolling Teenage Mothers in the Formal Secondary Education System: A New Policy Implementation Assessment
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Biswajit Apat, Pranaya Kumar Swain
Calibrating the lives and lived experiences of teachers in India: A plea for research
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Anton Pretorius, Bernadictus O'Brain Plaatjies
Self-Awareness as a Key Emotional Intelligent Skill for Secondary School Principals’ Leadership Toolkit
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June Monica Palmer, Edwin Darrell De Klerk, Merlene Christobelle Esau, Elizabeth Ivy Smit
Strategic Leadership Policy Strategies to Optimize Justice and Equity for Children of Child-Headed Households
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Bonginkosi Hardy Mutongoza, Chrispen Mutanho, Manthekeleng Agnes Linake, Sive Makeleni
Reflections on Decolonising of Medium of Instruction at South African Universities
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Dean Collin Langeveldt
Legal Remedies for Teachers as Victims of Workplace Bullying in South Africa
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Bongani Innocent Nkambule, Sindile Amina Ngubane
Towards a Just Distribution of Student Funding to Youth with Learning Disabilities in Vocational Education and Training
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Aykut Özel
Developing a Media Literacy Perception Scale
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Neo Mahoko, Bunmi Isaiah Omodan
Factors influencing lecturer’s retention in a South African University
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Lesheleba Tiny Ntuli, Vimbi Petrus Mahlangu
Legal Execution of Curriculum in Primary Schools: School Management Teams’ Perspectives
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Claretah Makuvire, Albert Mufanechiya, Bekithemba Dube
Unpacking Continuous Assessment: Teacher Knowledge and Attitudes in Zimbabwe Rural Secondary Schools
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