نسرین حیدری

The aim of this research was to investigate the role of intelligent leadership and innovative organizational climate in organizational loyalty and organizational resilience with the mediation of teachers' organizational knowledge-creation. The study population included all high schools teachers in Chaharmahal and Bakhtiari province. A sample of 2687 teachers were selected using the proportional stratified random sampling method based on the Cochran formula. The quantitative research method was of a correlation type and a covariance-oriented structural equation modeling approach. The questionnaires used for collecting the data consisted of the researcher-made questionnaire of intelligent leadership based on Sidanmanlaka's model (2008), the researcher-made questionnaire of organizational knowledge-creation based on Nonoka and Takeuchi's model (2006), the organizational loyalty questionnaire of Wells, et al. (2011), the Siegel and Kaymer’s innovative organizational climate questionnaire (1978), the Prayag et al.'s organizational resilience questionnaire (2018). The reliability and validity of the questionnaires were examined using Cronbach's alpha technique and techniques of exploratory factor analysis and confirmatory factor analysis of the first and second order, respectively. In order to analyze the data and test the research hypotheses, The results revealed that. Intelligent leadership, through organizational knowledge-creation, has a positive and significant indirect impact on teachers'’ organizational loyalty and organizational resilience. innovative organizational climate, through organizational knowledge-creation, has a positive and significant indirect influence on organizational loyalty and organizational resilience

This quantitative study examined the relationship between EFL learners’ choice of vocabulary learning strategies (CVLS), reading strategies (RS), and reading anxiety (RA). To this end, 123 Iranian EFL learners (81 female; 42 male) within the age range of 24 to 39 were selected by employing convenience sampling. The data collection instruments were the Foreign Language Reading Anxiety Scale (Saito et al., 1999), the Survey of Reading Strategies (Mokhtari & Sheorey, 2002), and the Vocabulary Learning Strategies Questionnaire (Schmitt, 1997). Subsequent to checking and verifying the pertinent assumptions, using Pearson’s correlation coefficient indicated that there was a significant and negative correlation between CVLS and RA and a significant and positive correlation between CVLS and RS; in addition, a significant and negative correlation between RS and RA was observed. Furthermore, the results of multiple regression analysis and comparing the β values revealed that RS makes the strongest statistically significant unique contribution to suppressing reading anxiety, and CVLS turned out to be the second significant preventer of RA. In general, the obtained results confirmed that both RS and CVLS can significantly prevent EFL learners’ RA; therefore, it is fairly reasonable to consider RS and CVLS while planning the pedagogical practice.