شناسایی مؤلفه‌های محتوای برنامه درسی توانمندسازی راهبران آموزشی و تربیتی دوره ابتدایی

Abdollahi, M., Arefi, M., Fathi Vajargah, K., & Khorasani, A. (2022). Designing a Curriculum Model for the Professional Development of Elementary School Teachers in the Iranian Educational System. Quarterly Journal of Human Resource Education and Development, 9(32), 25-51. https://dorl.net/dor/20.1001.1.24233277.1401.9.32.12.5

Abedinia, A., Zahed Bolbolan, A., Moeinikia, M., & Akbari, T. (2022). Identifying Factors Affecting the Effectiveness of Educational and Pedagogical Leaders from the Perspective of Multigrade Teachers in Guilan Province. Educational and School Studies, 11(3), 617-642. https://dor.isc.ac/dor/20.1001.1.2423494.1401.11.3.21.7

Anwar, C., Aznem, A., Payung, L. T., & Hidayanto, D. N. (2025). Empowering Education through Digital Leadership: The Evolving Role of School Principals. Journal of Educational Management Research, 4(5), 2402-2413. https://doi.org/10.61987/jemr.v4i5.1243

Azimi, D., Ghamari Givi, H., Rezaei Sharif, A., & Sheikh-Eslami, A. (2023). Designing a School Counselor Empowerment Model: A Qualitative Approach. Counseling Research, 22(85), 6-55. https://doi.org/10.18502/qjcr.v22i85.12535

Castañeda, L., Viñoles-Cosentino, V., Postigo-Fuentes, A. Y., Herrero-Ramila, C., & Cachia, R. (2025). Educational empowerment and strategic guidance: A critical perspective on regional educational digital transformation. European Educational Research Journal, 14749041251398083. https://doi.org/10.1177/14749041251398083

Coetzee, M., & Dsane, N. A. (2025). Empowerment in education: Breaking barriers to reform. South African Journal of Economic and Management Sciences, 28(1), 6179. https://doi.org/10.4102/sajems.v28i1.6179

Crawford, R. (2025). Responding to the de-professionalisation of teaching: Empowering teachers to enhance their pedagogy through action research. Education Sciences, 15(3), 274. https://doi.org/10.3390/educsci15030274

Del Río, A., Knutsen, C. H., & Lutscher, P. M. (2025). Education policies and systems across modern history: A global dataset. Comparative Political Studies, 58(5), 851-889. https://doi.org/10.1177/00104140241252075

Esfahani, M. (2025). Exploring the Deficiencies Affecting Elementary School Teachers' Nonuse of Lesson Plans. Qualitative Research in Curriculum, 6(18), 1-25. https://doi.org/10.22054/jti.2024.76119.1406

Fidalgo, P., Thormann, J., Jarrah, A., Abu Khurma, O., Hashem, R., Al Shannag, Q., & Johnson, J. D. (2025). Empowering educators: a roadmap for teachers to build lifelong learning competencies. Education Sciences, 15(8), 1063. https://doi.org/10.3390/educsci15081063

Helali Aghdam, H., Alizadeh Nasrabad Olya, Z., & Madadi Nansa, E. (2025). Designing a Professional Empowerment Model for Physical Education Teachers Based on the Educational Experiences of Faculty Members. Education, Training and Sustainable Development, 3(1), 1-17. https://doi.org/10.61838/jtesd.85

Hooshyar, E., Taghizadeh, H., & Tari, G. (2025). Designing a Model of Sustainable Human Resource Empowerment Indicators with Emphasis on Industry 4.0 in the Banking Industry. Personal Development and Organizational Transformation, 3(2), 1-17. https://doi.org/10.61838/kman.jpdot.145

Hoque, K. E., & Atheef, M. (2024). A review of human resource management practices and their impact on school performance (2012–2022). Human Resources Management and Services, 6(1), 3392-3392. https://doi.org/10.18282/hrms.v6i1.3392

Kadkhoda, M., Pourshafei, H., & Ghasemi, S. A. (2025). The Position, Role, and Challenges of Educational Leaders: A Qualitative Study. Applied Educational Leadership, 6(2), 102-121. https://doi.org/10.22098/ael.2025.16222.1498

Karimi, M. (2024). Prioritizing the Most Important Indicators and Components of a Competency-Based Curriculum Model. Qualitative Research in Curriculum Planning, 5(14), 155-180. https://doi.org/10.22054/qric.2024.81946.389

Keddie, A., MacDonald, K., Blackmore, J., & Gobby, B. (2024). Teacher professional autonomy in an atypical government school: matters of relationality and context. Oxford Review of Education, 50(3), 434-449. https://doi.org/10.1080/03054985.2023.2236941

Kiral, B. (2025). Teacher Empowerment as a Structure Supporting Teachers’ Development: Principals’ Practices and Ideal Empowerment. Sage Open, 15(2), 21582440251339309. https://doi.org/10.1177/21582440251339309

Li, M., Wu, M., Shan, X., & Chen, X. (2026). Teacher Empowerment and Governance Pathways for Climate-Resilient Education Systems. Sustainability, 18(6), 3057. https://doi.org/10.3390/su18063057

Llorente-Alonso, M., Garcia-Ael, C., & Topa, G. (2023). A meta-analysis of psychological empowerment: Antecedents, organizational outcomes, and moderating variables. Current Psychology, 43, 1759-1784. https://doi.org/10.1007/s12144-023-04369-8

Minciu, M., Veith, C., Dobrea, R. C., & Ciocoiu, C. N. (2025). The challenges of the VUCA world and the education system: The need for change to ensure sustainable learning process. Sustainability, 17(14), 6600. https://doi.org/10.3390/su17146600

Mohammadi, F., Nateghi, F., & Seifi, M. (2025). Designing and Validating an Empowerment Program Model for Elementary School Teachers in Integrated-Inclusive Education. Educational Leadership Research, 9(33), 259-300. https://doi.org/10.22054/jrlat.2024.81578.1775

Naderi Bani, N., Karami, H., & Ghazavi, M. (2023). A Mixed-Methods Approach to Identifying the Roles of Educational Leaders and Their Impact on Improving the Teaching-Learning Process. New Educational Approaches, 18(2), 55-78. https://doi.org/10.22108/nea.2023.134827.1820

Nazarizadeh, M., Khorasani, A., Shams, G., & Ebrahimi, A. (2025). Managerial Factors Influencing the Empowerment of Student Teachers: Developing and Validating a Model Based on a Mixed-Methods Approach (Qualitative–Qualitative–Quantitative). Assessment and Practice in Educational Sciences, 3(4), 1-17. https://doi.org/10.61838/japes.128

Roy, S. (2025). Empowering educators: reimagining professional learning for 21st-century classrooms. Interdisciplinary Perspectives of Education, 2(1), 117-123. https://doi.org/10.65525/ipe.v2i1.16

Sadeghi, Z., & Shafipour Motlagh, F. (2025). Designing an Empowerment Model for Entrepreneurial School Principals Using Artificial Intelligence. Entrepreneurship Education and Management, 4(1), 69-90. https://doi.org/10.22126/eme.2025.11908.1157

Saki, M., Khorshidi, A., Faghih Aram, B., Hejazi, A., & Rezaei, M. (2025). Designing an Empowerment Model for Faculty Members of Lorestan Universities of Medical Sciences Using a Grounded Theory Approach. Research and Innovation in Education and Development, 5(1), 1-14. https://doi.org/10.61838/jsied.206

Sarbaz Moradlou, R., Zahed Bolbolan, A., Heydari Raziabad, N., & Rahimzadeh, V. (2025). Designing and Validating a Professional Empowerment Model for Elementary School Teachers. Teacher Professional Development, 10(1), 81-123. https://doi.org/10.48310/tpd.2025.18975.1885

Sheikhabadi, I., Bagheri, M., & Jahed, H. A. (2024). Identifying Supervisory Components of Educational and Pedagogical Leaders of Elementary Schools to Provide a Comprehensive Model for the Education System. Sociology of Education, 10(1), 295-304. https://doi.org/10.22034/ijes.2023.2008390.1446

Soltani, N., Rabiei Mandajin, M., Hakkak, M., & Jamshidi Avanki, M. (2021). Designing a Competency Model for Educational-Pedagogical Leaders of Rural and Nomadic Elementary Schools in the Ministry of Education Based on Grounded Theory. Management Development and Transformation(46), 101-116. https://doi.org/10.22034/jgeoq.2022.327930.3553

Soltani, P., & Tarin, H. (2024). Designing an Empowerment Model for Elementary School Principals in the Era of Digital Transformation. Management and Planning in Educational Systems, 17(2), 313-346. https://doi.org/10.48308/mpes.2025.237683.1524

Talebi, A., Khorsandi, A., & Ghiasi, S. (2023). A Critical Analysis of Teacher Empowerment Policies. Educational Leadership Research, 7(26), 104-135. https://doi.org/10.22054/jrlat.2024.70737.1626

Tan, C. (2024). Future-readiness and its educational implications: A Daoist interpretation. Research in Comparative and International Education, 19(2), 224-238. https://doi.org/10.1177/17454999241230238

Vicente, R. S., Reomero, J. I., Flores, L. C., Amora, M. S., & Almagro, R. E. (2024). Comparative analysis of two educational systems in both basic and higher education between Japan and Singapore. Asian Journal of Education and Social Studies, 50(1), 114-135. https://doi.org/10.9734/ajess/2024/v50i11243

Yalçın, M. T., Atasoy, R., & Göçen, A. (2025). Trust, Professionalism and Empowerment: How School Leaders Shape Instructional Practices. European Journal of Education, 60(2), e70087. https://doi.org/10.1111/ejed.70087

Zamani, M., Keshavarz Afshar, H., & Bahonar, F. (2025). Students' Perceived Needs and Challenges Regarding School Counseling Services. Qualitative Research in Curriculum, 6(21), 163-192. https://doi.org/10.22054/qric.2026.88884.445