الگوی رهبری یادگیری‌محور در مدارس ابتدایی ایران

Alazmi A A, & Hammad W. (2021). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency. Educational Management Administration & Leadership, 0(0): 1-20. [https://doi.org/10.1177/17411432211038007] 

Alhasnawi V K, Malekzadeh G, Maharati Y, & Farahi M M. (2022). Enumerating the components of ethical educational leadership and examining its impact on the social responsibility of faculty members in Iraqi universities. Journal Iranian political sociology, 5 (8): 2004-2052. [https://doi.org/10.30510/PSI.2022.316730.2692] (In Persian)

Asghari A A, Imani M N, & Safari M. (2021). Evaluating and Ranking the Components of Educational Leadership based on the Teachings of Islam. Jundishapur Education Development Journal, 12 (0): 314-326. [https://doi.org/10.22118/edc.2021.263538.1658] (In Persian)

Bellibas M S, Gümüş S, & Kılınç A C. (2020). Principals supporting teacher leadership: The effects of learning-centered leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55 (2): 200-216. [https://doi.org/10.1111/ejed.12387]

Cravens X C. (2014). The cross-cultural validity of the Learning-Centered Leadership framework and its assessment instrument for principals. Journal of Educational
Administration, 52 (1): 2-36. [https://doi.org/10.1108/JEA-09-2012-0102]

Farnsworth S J, Hallam P R, & Hilton S C. (2019). Principal Learning-Centered Leadership and Faculty Trust in the Principal. NASSP Bulletin, 103 (3): 209-228. [https://doi.org/10.1177/0192636519871624]

Ghasemi Y, & Hashemi A. (2020). Doing a Research by Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching (Case Study: Music usage of M.A. Students at Ilam University). Ilam Culture, 20 (64 & 65): 7-33. [https://www.farhangeilam.ir/article_106790.html?lang=fa] (In Persian)

Gheshmi Meimand A, Pourkiani M, & Rahmati M M. (2019). Thematic Analysis of the Culture of Sport in Iran. Sport Development and Management, 8 (2): 118-128. [https://doi.org/10.22124/JSMD.2019.3723] (In Persian)

Kulophas D, & Hallinger P. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58 (6): 605-627. [https://doi.org/10.1108/JEA-12-2019-0222]

Liu S, Hallinger P, & Feng D. (2016 a). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59:79-91. [http://dx.doi.org/10.1016/j.tate.2016.05.023]

Liu S, Hallinger P, & Feng D. (2016 b). Learning-centered leadership and teacher learning in China: does trust matter? Journal of Educational Administration, 54 (6): 661-662. [https://doi.org/10.1108/JEA-02-2016-0015]

Murphy J, Elliott S N, Goldring E, & Porter A C. (2006). Leadership for learning: A Conceptual Foundation. Report prepared for the Wallace Foundation Grant on Leadership Assessment, Vanderbilt University. [https://www.researchgate.net/publication/234590886]

Murphy J, Elliott SN, Goldring E, & Porter A C. (2007). Leadership for learning: a research-based model and taxonomy of behaviors. School Leadership and Management, 27 (2): 179-201. [https://doi.org/10.1080/13632430701237420]

 Özdemir N, Gün F, & Yirmibes A. (2021). Learning–centered leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 0 (0): 1-21.  [https://doi.org/10.1177/17411432211034167]

Portin B S, Russell F A, Russell C, & Knapp M S. (2013). Leading Learning-Focused Teacher Leadership in Urban High Schools. Journal of School Leadership, 23 (2): 220-252. [https://doi.org/10.1177/105268461302300202]

Rajabzade R, Lesani M, & Motahharinejad H. (2016). The relationship between teachers’ perceptions towards instructional leadership behaviors of their principals and teachers’ attitudes towards change and their effectiveness. Research on Educational Leadership and Management, 2 (5): 149-176. [https://doi.org/10.22054/jrlat.2017.2622.1063] (In Persian)

Shahrabi Frahani M, Khosravi Babadi A, & Khorshdi A. (2021). Identifying the Educational Leadership Pattern of School Administrators (Case study: The First Primary School in Tehran). Journal of Management and Planning in Educational Systems, 33 (2): 265-298. [https://doi.org/10.52547/MPES.13.2.265] (In Persian)

Shen J, Ma X, Mansberger N, Wu H, Palmer L, Poppink S, & Reeves P. (2021). The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation, 70: 1-9. [https://doi.org/10.1016/j.stueduc.2021.101023]

Wright J G. (2020). Learning Centered Leadership: Exploring How Distinguished
Learning-Centered Principals Apply Key Processes of Learning Centered Leadership. A Dissertation for the degrees of Doctor of Education, Brigham Young University. [https://scholarsarchive.byu.edu/etd/8429]

Yousefi A, Zahed bablan, A, & Moeinikia M. (2021). Investigating the Psychometric Properties of principals' instrucional Management Rating Scale (PIMRS-22). School Administration, 9 (1): 337-358. [https://jsa.uok.ac.ir/article_61859.html] (In Persian)