ELA, Journal of Educational Leadership in Action, is an open access online peer review journal offering its readers a global platform on research-based educational practice. ELA is published by the Department of Educational Leadership, College of Education and Human Services at Lindenwood University.

ELA includes current research and essays on a wide range of educational topics: administration, instruction, curriculum, assessment, adult learning, higher education, and international education. Manuscripts are accepted on a rolling basis.

Welcome to the latest issue of The Journal of Educational Leadership in Action dedicated to exploring critical issues in educational leadership and management. In this edition, we present a diverse array of articles that address pressing concerns and emerging trends in the field of education.

This volume covers a wide range of topics, from the training and preparation of school leaders to the impact of global events on educational professionals. We examine the effects of the COVID-19 pandemic on lecturers in private Nigerian universities, shedding light on how this unprecedented situation has influenced income and job satisfaction.

Several articles focus on leadership styles and their impacts. We explore the role of principals' leadership in overall educational community performance, as well as the potential of trauma-informed leadership in supporting students. The issue also delves into effective elementary school leadership and the decentralization of school governance, offering insights into different approaches to educational administration.

Recognizing the importance of inclusive and culturally responsive education, we feature studies on school leaders' understanding of Culturally Responsive School Leadership (CRSL) and the effects of teacher biases, perceptions, and interactions on student behavior.

Additionally, this issue touches on unique aspects of school culture, such as school nicknames, and explores the realm of career and technical education. We also highlight the application of Participatory Action Research (PAR) in educational settings, demonstrating the value of collaborative inquiry in driving positive change.

We believe this collection of articles will provide valuable insights and spark meaningful discussions among educators, administrators, and researchers. We invite you to engage with these thought-provoking pieces and consider their implications for your own educational contexts.

Thank you for your continued support of our journal. We hope you find this issue both informative and inspiring.

Robyne Elder, EdD
Editor-in-Chief