Journal of Interdisciplinary Teacher Leadership

Now publishing articles year-round

The Journal of Interdisciplinary Teacher Leadership (JoITL) will now publish articles year-round. JoITL has been accepting manuscripts on a rolling basis but instead of publishing one issue a year, the journal will now publish individual articles as soon as they have gone through the peer review and editing process and have been approved for publication.

JoITL is updating its publishing practices to improve its editorial procedure and keep pace with how today’s readers consume academic research as more and more are using the internet to search for timely information.

We hope the change will be more time effective for our authors, our readers, and members of our editorial board. JoITL will continue to compile articles into full issues that will later be published and archived on the website.

Currently, the journal is seeking articles on the topic of out-of-school programs and out-of-school learning but also welcomes articles that relate to the practice of teacher leadership and how it is carried out in a variety of settings.

We welcome original articles on action research, case studies, analyses, and literary reviews that explore the topic and contribute new insights to the existing literature. We will also accept evidence-based essays, perspective pieces, and informed editorials that are not simply personal accounts or strictly opinions.

JoITL does not charge article processing fees or article submission fees.

Visit the submission guidelines page and submit your work. Manuscripts will undergo a blind peer review.

JoITL is a publication of the Kenan Fellows Program for Teacher Leadership at N.C. State University. Visit to learn more about our work.

Please, direct questions to Amneris Solano, managing editor, at

Current Issue

Vol. 4, No. 1 (2019)

The articles in the current issue of JoITL include papers on principal preparation, identity formation, student academic performance, learning-focused teacher leadership, and STEM learning.