Journal of Professional Capital and Community (JPCC)

Journal of Professional Capital and Community is an international, professionally refereed, scholarly journal, reflecting the most important ideas and evidence of the nature and impact of interactions and relationships in the education profession, especially in the school sector. For the first time, in one single place of scholarly research and inquiry, this journal brings together the most influential leading thinkers and emerging scholars on professional cultures, communities and collegiality and how they all contribute to or impede the development of the professional capital in schools and school systems that enhances students’ learning, wellbeing, achievement and engagement. Journal of Professional Capital and Community (JPCC) raises and aims to address issues like: Individualism and collaboration in teaching The processes involved in building professional cultures and communities Leadership and team building, coaching and mentoring Collective responsibility and evidence-based transparency How sustainable collaboration evolves over time and its impact on quality of teaching and student outcomes How collaboration produces and depends on the dynamics of risk and trust The relationship collaboration has to other aspects of educational reform and improvement such as school competition, assessment and accountability and curriculum standards JPCC looks at how professional culture and community and the ways to invest in and build professional capital vary across continents, countries and cultures. The journal identifies the positive aspects of professional interactions and relationships but also raises critical questions about how professional culture can be manipulated, how professional collaboration can be restricted and misused, and how collegiality can become constrained or contrived.

Journal of Professional Capital and Community (JPCC) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, Professional Development, School Leadership, Educational Communities, Teacher Collaboration, Educational Policy, Organizational Culture , Online or Print , Quarterly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 2056-9548, E-ISSN: 2056-9556, Established: 2016, Impact Factor: 3.2
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE