Teaching Public Administration (TPA)

Teaching Public Administration is a peer‑reviewed academic journal that provides a focused international forum for scholarship on education and pedagogy within public administration. Established in 1976 (originally titled Public Administration Teacher, renamed in 1977), the journal addresses how knowledge, skills, and competencies are taught, learned, and developed in both academic and professional public sector and not‑for‑profit organisations. It publishes rigorous research articles, conceptual analyses, case studies, and critical essays that explore curriculum design, teaching methodologies, reflective practice, professional development, doctoral education, and multidisciplinary approaches to pedagogy. The journal encourages contributions that stimulate debate and advance understanding of pedagogical issues faced by educators and trainers in public administration globally, bridging theory and practice to benefit instructors, students, and institutions alike. Sponsored by SAGE Publications in association with the UK Association for Public Administration (UKAPA), Teaching Public Administration aims to foster dialogue around innovative practices and challenges in preparing public service professionals for contemporary governance. The journal is indexed in major research databases like Scopus and the Emerging Sources Citation Index (ESCI), underscoring its academic relevance to both education research and public administration scholarship.

Teaching Public Administration (TPA) is :-

• International, Peer-Reviewed, Open Access, Refereed, Public Administration, learning, and education within public administration and public sector management contexts, teaching methodologies, reflective practice, professional development, doctoral education , Online or Print , Triennially Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0144-7394, E-ISSN: 2047-8720, Established: 1976, Impact Factor: 1.5
• Does Not Provide Crossref DOI

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