Volume 3, Issue 2 (2024) Spring 2024

Dear Reader,

On behalf of our managing editor, associate editors, review board, and editorial board members, I welcome you to Volume 3, Issue 2 of the Interactive Journal of Global Leadership and Learning (IJGLL). This issue, which is comprised of five articles, embodies the essence of IJGLL through awareness of best practices and educational leadership outcomes from early childhood through postsecondary settings, and featured research occurred both in the United States and abroad.

There is seemingly something for everyone in this issue, not only in the breadth of the educational research presented, but within the employed research designs as well. Both quantitative and qualitive studies are featured, and as such, a variety of research paradigms, ontologies, epistemologies, methodologies, and methods are present. In one study, a quantitative, correlational survey research paradigm was chosen to determine how public policy impacts teacher retention. Another study explored the experiences and reflections of constructivism and power dynamics from in-service teachers who are engaged in graduate-level education programs. A third study, which is descriptive exploratory in nature, employed a survey research method to investigate how teaching experience both in K-12 and higher education drives perceptions of competence, responsibility, and emotions related to student mental health. A fourth study utilized descriptive and qualitative analysis to define parental engagement and to determine barriers to parental engagement. The final study, which utilized a quasi-experimental research design, investigated the impact of mindfulness training on the perceived stress of Uzbek university students in English language classrooms and the relationship between this perceived stress and mindfulness.

Although all five articles feature different topics, they uphold IJGLL’s commitment to share transformational evidence-based practices in education and leadership that result from individual or collaborative efforts amongst faculty, graduate students, educational leaders, and practitioners who envision more equitable and inclusive learning communities for all. I trust you will find these articles worthwhile.

Sincerely,

Boyd L. Bradbury, Ph.D.
Editor-In-Chief