Deducing The Intellectual Pattern Existing In Schools Based On The Formal Model

Pages 1-25

Fatemeh Karimi; Payman Yarmohamadzadeh; Omid Ali Hosseinzadeh; Michaeil Jamalpour

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Semantic Representation of Teacher Autonomy: A Grounded Theory Study

Pages 26-51

https://www.doi.org/10.34785/J010.2022.030

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Explaining the Structural Relationship of Teachers' Readiness for Change, Their Perception of Social Capital, and Teachers' Tendency to Participate: The Case Study Education in Fars Province

Pages 52-68

https://www.doi.org/10.34785/J010.2022.031

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Presenting a Model of Resilient Schools based on Grounded Theory

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https://www.doi.org/10.34785/J010.2022.032

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Investigating the Role of Visionary and Empowering Leadership of School Principals on Teacher's Change Tendencies by Mediating Role of Teachers’ Organizational Learning and Professional Development

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https://www.doi.org/10.34785/J010.2022.033

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Identifying the Competencies of School Principals for Effective Leadership in Schools

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https://www.doi.org/10.34785/J010.2022.034

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Investigating the Relationship Between Self-Efficacy and Creativity with Organizational Silence of Elementary School Teachers

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https://www.doi.org/10.34785/J010.2022.035

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Does Self-Development Enhance Creativity? Investigating the Role of Human Capital

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https://www.doi.org/10.34785/J010.2022.036

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Designing a Model for Career Path Adaptability of Teachers: A Qualitative Study

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Analysis of Talent Management And Succession Planning In The Iranian Educational System, From The Views of Secondary School Principals

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