https://www.jitle.ir/ Innovation in Teaching, Learning and Evaluation en daily 1 Tue, 21 Apr 2026 00:00:00 +0330 Tue, 21 Apr 2026 00:00:00 +0330 https://www.jitle.ir/article_240028.html This study aimed to explain the roles of teachers, principals, and parents in enhancing meaningful learning in multi-level classrooms and to develop a context-based conceptual model using a qualitative grounded theory approach. Purposive sampling followed by theoretical sampling was employed. Data were collected through 27 semi-structured interviews with 12 teachers, 8 principals, and 7 parents in multi-level schools in Mazandaran Province, Iran, and analyzed using Strauss and Corbin’s three-stage coding process. The findings revealed that meaningful learning in multi-level classrooms emerges from the dynamic interaction of these three key actors and is achieved when teachers’ instructional strategies, principals’ supportive leadership, and parents’ informed participation are aligned in a synergistic manner. Causal conditions such as heterogeneous learning levels, contextual conditions including limited resources, and intervening conditions such as parental attitudes and principals’ leadership styles were found to influence the implementation of instructional strategies. The final conceptual model indicates that meaningful learning is not the result of isolated individual efforts but develops through a network of coordinated actions. Moreover, when effectively managed, multi-level classrooms can provide a suitable context for the development of students’ cognitive skills and the enhancement of academic self-efficacy. https://www.jitle.ir/article_240029.html The present study aimed to examine the role of perceived organizational justice in predicting teachers’ participation in self-directed professional development. The study employed a descriptive–correlational design, and the target population consisted of elementary school teachers in Western Mazandaran in 2025. A total of 250 teachers were selected through proportional stratified sampling. Data on perceived organizational justice were collected using Colquitt’s Organizational Justice Scale, while teachers’ self-directed professional development was assessed through the Self-Directed Learning Readiness Scale developed by Fisher and colleagues. Pearson correlation and multiple regression analyses were used to analyze the data. The findings revealed that all dimensions of organizational justice were positively and significantly related to self-directed professional development. Moreover, the regression model accounted for 23% of the variance in teachers’ self-directed professional behavior. Among the justice dimensions, interpersonal justice and procedural justice were the strongest predictors of teachers’ professional engagement. Overall, the results underscored the importance of fair interpersonal interactions, transparent decision-making procedures, and high-quality communication in fostering teachers’ self-directed learning. These findings offer practical implications for educational administrators seeking to enhance teacher development through justice-oriented organizational practices. https://www.jitle.ir/article_240030.html The present study aims to develop a conceptual model of human resource management based on teachers’ self-efficacy to enhance educational quality in public schools of western Mazandaran. Considering the challenges in the educational system—such as low job motivation, mismatch between teachers’ professional skills and modern educational needs, and insufficient empowerment programs—this study employed a qualitative approach using the Grounded Theory method. The statistical population included principals, teachers, educational experts, and human resource specialists, from whom 20 participants were purposefully selected. Data were collected through semi-structured interviews and analyzed using the three-step coding process (open, axial, and selective coding). The findings revealed that teachers’ self-efficacy plays a central role in improving educational quality and interacts dynamically with managerial, motivational, environmental, and professional dimensions of human resource management. The final conceptual model consists of three main components: human resource management strategies, teacher self-efficacy enhancement, and educational quality improvement outcomes. The study concludes with practical suggestions for integrating the proposed model into educational policy-making and professional development programs for teachers. https://www.jitle.ir/article_240027.html The present study aimed to investigate the effect of school organizational resilience on teachers’ professional empowerment in applying innovative instructional methods in primary schools of Mazandaran Province. The research employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of all primary school teachers in Mazandaran, Iran, and the sample was selected through a multi-stage stratified–cluster sampling method. Data were collected using the School Organizational Resilience Questionnaire and the Teachers’ Professional Empowerment Questionnaire, both of which demonstrated acceptable reliability and construct validity through CFA, CR, and AVE indices. The measurement model showed a good fit. Structural model results indicated that organizational resilience had a positive and significant effect on teachers’ professional empowerment. Among the components of resilience, organizational learning and knowledge sharing were the strongest predictors (β = 0.41), followed by professional communication networks, structural flexibility, and resource management. Bootstrap analysis revealed that part of this effect was mediated by factors such as teaching self-efficacy. Group comparison tests showed that non-governmental and urban schools exhibited higher levels of organizational resilience. Overall, the findings highlight the pivotal role of resilient school structures in fostering teacher empowerment, professional growth, and the adoption of innovative teaching practices. https://www.jitle.ir/article_240799.html The pedagogical role of literature and the importance of teaching it are well known. However, in recent years, the emphasis on other subjects has overshadowed its importance. The present study sought to investigate the effect of teaching literary texts in the classroom on the creative thinking of high school students in Nowshahr. This study is applied in terms of its purpose and semi-experimental in terms of its method. A sample of 63 high school students in Nowshahr, Mazandaran were recruited through convenient sampling. They were divided into two experimental (31 individuals) and control groups (32 individuals). The experimental group read literary texts for 20 sessions, and the control group did not receive any intervention. The Creative Thinking Questionnaire (Lu & Meng, 2005) was used as a pre- and post-test to collect data. Data analysis using independent-samples t-test showed that there was a significant difference between the two groups after the intervention and the experimental group outperformed in creative thinking. The results indicate that the use of literary texts in the classroom not only has an artistic and aesthetic aspect, but also has a significant impact on the intellectual development and creative thinking of learners. https://www.jitle.ir/article_243096.html The main objective of this study was to investigate the role of cultural capital in work engagement mediated by social responsibility among high school teachers in Noorabad Mamasani city. The present research method was descriptive and correlational. The statistical population of this study was 613 high school teachers in Noorabad Mamasani city in the academic year 2023-2024. Morgan table was used to determine the sample size and 254 people were considered as the statistical sample size. The sampling method was stratified random. To collect information, Carroll's Employee Responsibility Questionnaire (1991), Schoeffly and Salanova's Job Engagement Questionnaire (2001) and Bourdieu's Cultural Capital Questionnaire (1977) were used. Correlation, regression and structural equation methods based on SPSS27 and PLS3 software were used to analyze the data. The results showed that cultural capital has a positive and significant role in work engagement mediated by social responsibility in teachers. There is a positive and significant relationship between cultural capital and its components and teachers' work enthusiasm and social responsibility. There is a positive and significant relationship between social responsibility and its components and teachers' work enthusiasm. Cultural capital has the ability to predict teachers' work enthusiasm. Cultural capital also has the ability to predict teachers'