JPSP is an open access journal, which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (BOAI) definition of open access.
JPSP is a peer reviewed journal and covers all area of educational studies. The journal is published biannually (twice a year: June and December) and provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal aims to achieve the advancement of knowledge in the field of educational sciences and to offer an integrated view of the field by presenting approaches of multiple disciplines.
A structural equation model of principals’ communication patterns, funds management and school-community relationship
Valentine Joseph Owan, John Ekpenyong Asuquo, Michael E. Asuquo
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 1, pp. 1-18
https://doi.org/10.33902/JPSP.2020364435
Spearheading education during the COVID-19 rife: Administrators’ level of digital competence and schools’ readiness on distance learning
John Mark R. Asio, Shallimar A. Bayucca
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 1, pp. 19-26
https://doi.org/10.33902/JPSP.2021364728
From stress to success: Exploring how Filipino students cope with remote learning amid COVID-19 pandemic
Erwin Rotas, Michael Cahapay
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 1, pp. 27-35
https://doi.org/10.33902/JPSP.2021366608
Challenges of online learning during the COVID-19 pandemic encountered by students in Pakistan
Abaid Ullah, Mahmoona Ashraf, Shanza Ashraf, Sajjad Ahmed
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 1, pp. 36-44
https://doi.org/10.33902/JPSP.2021167264
Does threat knowledge influence protective behaviors of students in the context of cyber security in remote learning amid COVID-19 crisis?
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 1, pp. 45-53
https://doi.org/10.33902/JPSP.2021167595