Document Type : Original Article
Authors
1 M.A in Educational Management, Faculty of Literature and Humanities, Urmia University. Urmia. Iran.
2 PhD student in educational management, Lecturer, Farhangian University, Shahid Rajaei Campus, Urmia, Iran.
3 Faculty member of Farhangian University, Shahid Rajaei Campus, Urmia, Iran
Abstract
Keywords
Main Subjects
Afsar, B,. Badir, Y,F,. Saeed, B,.(2014). Transformational leadership and innovative work behavior, Industrial management and data systems. 114(8), 1279-1300. [http://dx.doi.org/10.1108/IMDS-05-2014-0152].
Andreou, E., Roussi, C., Tsermentseli, S., Menabò, L., & Guarini, A. (2022). Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology. Education Sciences, 12(9), 600. [https://doi.org/10.3390/educsci12090600].
Askari, M., Samieizafarghandi, M., (2019The relationship between the realization of transformational leadership and the self-efficacy and job enthusiasm of ministry employees Health care and medical education, Quarterly journal of medicine and cultivation, 28(3), 35-44. [https://www.tebvatazkiye.ir/article_100364_2ad7ff2a1df266cfec3ed0e1ebdbe723.pdf]. (in Persian)
Bass, B. M. & Avolio, B. J. (2000). MLQ Multifactor Leadership Questionnaire Redwood City: Mind Garden.
Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207–218. [https://doi.org/10.1037/0021-9010.88.2.207].
Cosby, A., Fogarty, E. S., & Manning, J. (2023). Digital Literacy and Digital Self-Efficacy of Australian Technology Teachers. Education Sciences, 13(5), 530. [https://doi.org/10.3390/educsci13050530].
Cicha, K., Rutecka, P., Rizun, M., & Strzelecki, A. (2021). Digital and Media Literacies in the Polish Education System—Pre- and Post-COVID-19 Perspective. Education Sciences, 11(9), 532. [https://doi.org/10.3390/educsci11090532].
Esfandiari, R. (2019). Iranian EFL Teachers’ Digital Literacy in Academic Settings: Teacher Professionalism in the Digital Age. Journal of Foreign Language Research, 9(3), 691-720. [doi: 10.22059/jflr.2019.266987.556]. (in Persian)
Esmaeili, A., Sameri, M., Hasani, M., (2020). The relationship between school self-efficacy and organizational trust with professional development of primary school teachers: the role of mediator of leadership perception. School Administration, 8(1), 446-416. [doi: https://doi.org/10.34785/J010.2020.697]. (in Persian)
Gandomi, F., & Sajjadi, S. (2016). Digital turn and its implications on teacher’s professional achievement: learning Communities formation among teachers. Technology of Education Journal (TEJ), 10(3), 175-191. [doi: 10.22061/tej.2016.537]. (in Persian)
Ghasemzadeh, A., omidvar, S., & kazemi, S. (2023). The role of managers' self-efficacy in professional learning and learning communities of teachers in Chenaran city: the contribution of educational leadership. Applied Educational Leadership, 4(2), 176-197. [doi: 10.22098/ael.2023.11798.1183]. (in Persian)
Gkontelos, A., Vaiopoulou, J., & Stamovlasis, D. (2023). Teachers’ Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model. European Journal of Investigation in Health, Psychology and Education, 13(2), 403-418.[ https://doi.org/10.3390/ejihpe13020030].
Godali, H.,(2016). Investigating the relationship between study program and professional development of elementary teacher in kashan, master thisis. Educational sciences faculty of humanities. 1-107. (in Persian)
Hosseinpoor, F., fazlollahi, S., & Mohamadi, M. (2020). The Relationship between Professional Development and Job Performance and Self-Efficacy of High School Teachers in Qom Province. Teacher Professional Development, 4(4), 1-14. [https://tpdevelopment.cfu.ac.ir/article_1299.html?lang=fa] (in Persian)
Büssing, A. G., Schleper, M., & Menzel, S. (2019). Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability, 11(1), 47. https://doi.org/10.3390/su11010047
Groselj, M., Cerne, M., Penger, S,. Grah, B., (2020). Authentic and transformational leadership and innovative work behavior the moderation role of psychological empowerment. European journal of management . 24(3), 677-706. [https://doi.org/10.1108/EJIM-10-2019-0294]
Hilel, A., & Ramírez-García, A. (2022). The Relationship between Professional Environmental Factors and Teacher Professional Development in Schools. Education Sciences, 12(4), 285. [https://doi.org/10.3390/educsci12040285].
Karami, A., Masodi nadoshan, A., Samiei zafarghandi, M., (2022). Identifaying the components of teacher professional growth in order to provide a suitable model, QJOE, 38(1), 27-48. [http://qjoe.ir/article-1-1209-en.html]. (in Persian)
Khalkhali, A., Shakibayi, Z., & Andesh, M. (2013). Meta-analysis of the effect of information and communication technology on the professional growth of teachers, Information and communication technology in educational sciences, 3(1), 165-183. [https://sanad.iau.ir/Journal/ictedu/Article/1007246/FullText]. (in Persian)
Khodaveisi, S., & Seraji, F. (2019). Teachers' professional development using cyberspace: The phenomenological study of Hamedan teachers. Technology of Education Journal (TEJ), 14(1), 109-121. [doi: 10.22061/jte.2018.3771.1939]. (in Persian)
Khorushi, P. (2016). Solutions for the professional development of scholars in developed countries with emphasis on the need to pay attention to it in farhangian university. Jouranl of training thoughtful teacher. 1(1), 53-66. [https://www.noormags.ir/view/fa/articlepage/1676006/]. (in Persian)
Li, M., & Yu, Z. (2022). Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic. Sustainability, 14(3), 1121. [https://doi.org/10.3390/su14031121].
Lin, W., Yin, H., & Liu, Z. (2022). The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy. Sustainability, 14(11), 6489. [https://doi.org/10.3390/su14116489].
Mirzaei, F., Sarrafzadeh, M., & Khandan, M., (2020). Proposed content framework for digital literacy education to users in iran. Human information interaction, 7(3), 31-49. [http://hii.khu.ac.ir/article-1-2964-en.html]. (in Persian)
Motaghinya, M.,khedri, A,. sepahvand, M., (2013). Professional development programs based on the automaticity of the concept and its importance in empowering educators. International conference on managing challenges and solutions in shiraz. [https://civilica.com/doc/260989/download/]. (in Persian)
Saedi, R., & ghanbari, S. (2024). Identifying the opportunities and challenges of implementing transformational leadership in schools: a phenomenological research. Applied Educational Leadership, 5(2), 48-62. [doi: 10.22098/ael.2024.14606.1412]. (in Persian)
Soforon, O. G. B., Sikko, S. A., & Tesfamicael, S. A. (2023). The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context. Education Sciences, 13(5), 501. [https://doi.org/10.3390/educsci13050501].
Stefan , H., (2021). Digital tools to support teacher professional development in lesson studies a systematic literature review, International journal for lesson & learning studis. 10 (2), 138-149. [10.1108/IJLLS-09-2020-0062].
Taheri, M., & Hoveida, R. (2019). Introducing and developing reflective leadership at schools and its role in improving teachers' self-efficacy beliefs. School Administration, 7(2), 1-19. [doi: 10.34785/J010.2019.143]. (in Persian)
Tschannen-Moran, M. & Woolfolk Hoy, A. (2002) The Influence of Resources and Support on Teachers’ Efficacy Beliefs. Annual Meeting of the American Educational Research Association, New Orleans, 1-5 April 2002.
Veiskaramy, H. , Ghadampoor, E. , & Mottaghinia, M. R. (2018). Structural Model of Organizational Trust on Personal Self-efficacy with Mediation the Collective Teachers’ Self-efficacy. Organizational Culture Management, 16(1), 259-282. [doi: 10.22059/jomc.2018.136218.1006627]. [in Persian]
Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices? Education Sciences, 13(3), 280. [https://doi.org/10.3390/educsci13030280].
)