References
Aliakbari, M., & Amoli, F. A. (2016). The effects of teacher empowerment on teacher commitment and student achievement. Iranian Journal of Language Teaching Research, 4(2), 77–96. (in Persian)
Alimohammadi, G., Jabbari, N., & Niyaz-Azari, K. (2019). Professional empowerment of teachers in the future perspective of Iran’s education system: A proposed model. Educational Innovations Quarterly, 18(69), 7–32. (in Persian)
Amiri, A., Ghasemi, M., & Asgari, M. (2017). Designing an organizational resilience model using structural equation modeling. Organizational Culture Management, 15(1), 125–150. (in Persian)
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Duchek, S. (2020). Organizational resilience: A capability-based conceptualization. Business Research, 13(1), 215–246. https://doi.org/10.1007/s40685-019-0085-7
Fahmalatif, F., Martono, S., Raharjo, T. J., & Subyantoro (2024). Educational empowerment: Uncovering its impact on teacher performance through transformational leadership, organizational culture, and innovation. Migration Letters, 21(5), 329–354.
Fairuz, F., Suwiryo, D. H., & Sunarya, E. (2024). Evaluation of teacher empowerment programs in optimizing the quality of education services using the CIPP model. SIBATIK Journal, 3(4), 459–474. https://doi:10.54443/sibatik.v3i4.1872
Ghoreishi, S. A., Ahmadi, M., & Parhizkari, M. (2023). The effect of in-service training on the dimensions of empowerment and professional development of primary school teachers in line with Clause 3 of the General Policies of Transformation in Basic Education. Research in Educational Systems, 16(59), 81-94. https://doi.org/10.22034/jiera.2022.171007 (in Persian)
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316.
Jafari, M. J., Jafari Nodoushan, R., Shirali, G. A., Khodakarim, S., & Khademi Zare, H. (2018). Indicators of organizational resilience in critical sociotechnical systems: A qualitative study for the refinery complex. Health Scope, 7(3), e14134. https://doi.org/10.5812/jhealthscope.14134. (in Persian)
Keshavarz Qiri, A., & Mohseni, F. (2025). New approaches in empowering science-teachers: The role of technology and strategies for improving teaching quality. Studies in Psychology & Educational Sciences, 93, 61–69. (in Persian)
Lee, J. C.-K., Yin, H., & Zhang, Z. (2011). Teacher empowerment and receptivity in curriculum reform in China. Chinese Education & Society, 44(4), 64-81. doi:10.2753/CED1061-1932440404
Lengnick-Hall, C. A., Beck, T. E., & Lengnick-Hall, M. L. (2011). Developing a capacity for organizational resilience through strategic human resource management. Human Resource Management Review, 21(3), 243–255.
Madalińska-Michalak, J., & Flores, M. A. (Eds.). (2025). Teacher and school resilience in an era of uncertainty. Palgrave Macmillan.
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19(3), 245–275.
Omedi, S. (2024). Investigating the relationship between transformational leadership on emotional burnout of leaders of educational organizations with an emphasis on the contribution of emotional intelligence and role playing. Innovation in Teaching, Learning and Evaluation, 1(3), 33-48. https://doi.org/10.22034/jitle.2024.485011.1014 (in Persian)
Oveis, K., & Mousavi, F. (2013). Strategies for enhancing primary school teachers’ competencies for using new instructional methods in virtual space. Social Psychology, 64, 32–40. (in Persian)
Prasetia, I., & Akrim. (2024). The impact of teacher empowerment on school effectiveness: A mixed-methods study. Journal of Education and e-Learning Research, 11(4), 655–666.
Qiu, S. (2023). The teacher empowerment and its impact on student success in China. Available at SSRN: https://ssrn.com/abstract=4522075 or http://dx.doi.org/10.2139/ssrn.4522075
Safdari, S. (2017). Validation of a tailored L2 motivational self system questionnaire through confirmatory factor analysis. International Online Journal of Education and Teaching, 4(2), 174-183.
Sands, S. R. (2024). Democratic policymaking in schools: The influence of teacher empowerment on student achievement (EdWorkingPaper 24-989). Annenberg Institute at Brown University. https://doi.org/10.26300/m3mz-ga88
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Revised and updated ed.). New York: Doubleday.
Shomali-Ahmadabadi, M., & Barkhordari-Ahmadabadi, A. (2022). The role of job stress, perceived organizational support, and resilience in predicting teachers’ job burnout during the COVID-19 pandemic. Educational Psychological Skills Quarterly, 13(3), 13–27. (in Persian)
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442–1465.
Tindowen, D. J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617-631. https://doi:10.12973/eu-jer.8.2.617
Torabi, S. S., Rezaee Rezvan, S., Bagherpiri, S., & Nagibi Rad, M. (2025). Structural relationships of e-learning with self-directed learning: The mediating role of academic motivation and academic vitality in secondary school students. Innovation in Teaching, Learning and Evaluation, 1(4), 1-18. https://doi.org/10.22034/jitle.2025.498992.1018
Vogus, T. J., & Sutcliffe, K. M. (2007). Organizational resilience: Towards a theory and research agenda. In Proceedings of the IEEE International Conference on Systems, Man and Cybernetics (pp. 3418–3422). https://doi.org/10.1109/ICSMC.2007.4414160
Yu, J., & Xiang, K. (2025). Transformational leadership, organizational resilience, and team innovation performance: A model for testing moderation and mediation effects. Behavioral Sciences, 15(1), 10. https://doi.org/10.3390/bs15010010
Zadok, A., Benoliel, P., & Schechter, C. (2024). Organizational resilience and transformational leadership for managing complex school systems. Frontiers in Education, 9, https://doi.org/10.3389/feduc.2024.1333551.
Zeinabadi, H. R., & Khabareh, K. (2020). A reflection on the phenomenon of the resilient teacher: A phenomenological study of Iranian teachers’ lived experiences. Management and Planning in Educational Systems, 24, 13–36. (in Persian)
