International Journal of Innovation Management and Organizational Behavior (IJIMOB)

Objective: This study aimed to empirically examine and validate the impact of artificial intelligence on strategic management, with particular emphasis on strategy formulation, strategy implementation, and strategic control.

Methods and Materials: The study adopted a quantitative, applied–developmental research design grounded in a descriptive–analytical approach. Data were collected using a structured questionnaire administered to senior managers and decision-makers within the target organizational context. The measurement instrument encompassed validated indicators of artificial intelligence capabilities and the three core dimensions of strategic management. Reliability and validity were assessed using Cronbach’s alpha, composite reliability, average variance extracted, exploratory factor analysis, and confirmatory factor analysis. Structural relationships among variables were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software, supported by inferential statistical analysis to evaluate correlations and causal paths among constructs.

Findings: The inferential results revealed a statistically significant and positive relationship between artificial intelligence and overall strategic management. Structural model analysis demonstrated that artificial intelligence exerted a significant direct effect on strategic management, explaining a substantial proportion of its variance. At the dimensional level, artificial intelligence showed significant positive effects on strategy formulation, strategy implementation, and strategic control, with the strongest effect observed on strategic control.

Conclusion: The findings confirm that artificial intelligence functions as a critical strategic enabler that strengthens the effectiveness of strategic management by enhancing analytical rigor in formulation, operational efficiency in implementation, and real-time oversight in control.

Objective: This study aimed to identify and develop a comprehensive model of managers’ psychological capability in public organizations.

Methods and Materials: This study employed a qualitative research design using thematic analysis with an inductive approach. Data were collected through semi-structured interviews with managers and employees working in public organizations. Sampling was conducted purposively and continued until theoretical saturation was achieved, which occurred after 22 interviews. The interview data were transcribed verbatim and analyzed systematically through open coding, categorization of basic themes, abstraction into organizing themes, and integration into global themes, following established procedures for inductive thematic analysis to ensure analytical rigor and conceptual coherence.

Findings: The analysis resulted in the identification of 94 basic themes, which were clustered into 17 organizing themes and ultimately integrated into four global dimensions of managers’ psychological capability. These dimensions included: (1) the capability of inner regulatory capacity and emotion management, (2) the capability of cognitive adaptability and mental–social resilience, (3) the capability of personality integration and moral–psychological maturity, and (4) the capability of social skills and effective interaction. The findings indicate that managers’ psychological capability is a multidimensional and integrative construct that encompasses emotional regulation, cognitive flexibility, ethical coherence, resilience, and relational effectiveness, all of which jointly shape managerial functioning in public organizations.

Conclusion: The study concludes that managers’ psychological capability represents a holistic psychological framework that underpins effective leadership in public organizations and extends beyond isolated constructs such as empowerment or psychological safety. By offering an empirically grounded and context-sensitive model, the findings provide a robust foundation for leadership development, managerial selection, and organizational policy aimed at enhancing psychological effectiveness and sustainable performance in the public sector.

Objective: The objective of this study was to explore and describe the lived experiences of married female principals of girls’ upper secondary schools in their professional relationships with teachers.

Methods and Materials: This qualitative study employed a descriptive phenomenological design to capture the essence of participants’ lived experiences. The research population consisted of married female principals working in public girls’ upper secondary schools across the five educational districts of Tabriz. Participants were selected through purposive and theoretical sampling based on defined criteria, including a minimum of five years of managerial experience, at least a master’s degree, and having at least one child. Data were collected through semi-structured, in-depth interviews conducted until theoretical saturation was achieved with twelve participants. Interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological method. Credibility and trustworthiness were ensured through prolonged engagement, member checking, careful transcription review, and consistency in coding and theme development.

Findings: Data analysis led to the extraction of three main categories reflecting the principals’ lived experiences: low job motivation among teachers, the necessity of effective communication and mutual understanding, and teachers’ personal problems affecting professional functioning. These categories encompassed experiences related to reduced responsibility, task avoidance, limited participation in school administration, resistance to professional updating, unprofessional behaviors, and the impact of family- and health-related issues such as childbirth and frequent absences.

Conclusion: The findings indicate that the leadership experiences of female school principals are deeply relational and shaped by ongoing efforts to balance empathy, accountability, and organizational effectiveness. Understanding these lived experiences can inform more context-sensitive leadership development and support strategies in secondary education.

Objective: This study aimed to examine the effect of organizational well-being on organizational flourishing among employees of selected martial arts federations with the mediating role of psychological flexibility.

Methods and Materials: The present research employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of 337 employees from the martial arts, judo, wushu, karate, and taekwondo federations, from which 175 participants were selected through proportionate stratified random sampling. Data were collected using the Organizational Well-Being Questionnaire, the Organizational Flourishing Questionnaire, and the Psychological Flexibility Questionnaire. Data analysis was conducted using correlation analysis, multiple regression, and structural equation modeling with PLS and SPSS software.

Findings: The results indicated that organizational well-being significantly predicted organizational flourishing (β = 0.460, t = 5.766, p < .001) and psychological flexibility (β = 0.584, t = 3.156, p < .001). Psychological flexibility also significantly predicted organizational flourishing (β = 0.496, t = 6.600, p < .001). Mediation analysis revealed that psychological flexibility significantly mediated the relationship between organizational well-being and organizational flourishing, as the direct effect of organizational well-being on organizational flourishing decreased after inclusion of the mediator while the indirect effect became significant. Organizational well-being explained 21.16% of the variance in organizational flourishing and 34.10% of the variance in psychological flexibility, while psychological flexibility explained 24.60% of the variance in organizational flourishing.

Conclusion: The findings demonstrate that organizational well-being enhances organizational flourishing both directly and indirectly by strengthening employees’ psychological flexibility, highlighting psychological flexibility as a core psychological mechanism in sustainable organizational development within sport federations.

Objective:  This study aims to investigate the effect of COVID-19 consequences on supply chain integration and supply chain performance, considering the mediating role of strategic flexibility in Iranian airline companies.

Methods and Materials: This applied, descriptive-correlational study examined employees of airline companies in Tehran as the statistical population (N = 3400). Using Cochran’s formula, a sample of 240 participants was selected through purposive sampling. Data were collected via a Likert-scale questionnaire whose reliability was confirmed through Cronbach’s alpha coefficients exceeding 0.70. Data analysis was conducted using SPSS and PLS software at both descriptive and inferential levels. Descriptive indicators such as mean, standard deviation, and frequency distribution were used, while structural equation modeling (SEM) and path analysis tested the research hypotheses. Additional indices such as CR, AVE, Q², SRMR, NIF, and GOF were used to evaluate model fit. The Sobel test was applied to assess the mediating role of strategic flexibility.

Findings: Results indicated that COVID-19 consequences significantly affected supply chain integration (β = 0.456, t = 10.100) and supply chain performance (β = 0.325, t = 10.222). COVID-19 also had a significant effect on strategic flexibility (β = 0.258, t = 7.455). Strategic flexibility significantly influenced supply chain integration (β = 0.459, t = 8.200) and supply chain performance (β = 0.369, t = 12.123). Sobel test results confirmed the mediating role of strategic flexibility, with indirect effects of 0.39 and 0.44, both with confidence intervals above zero. Model fit indices and R² values supported strong predictive power and high model adequacy.

Conclusion: The findings demonstrate that COVID-19 consequences significantly shape supply chain integration and performance, and strategic flexibility serves as a vital mediating mechanism that enhances organizational resilience and operational effectiveness within Iranian airline supply chains.

Objective: The objective of this study was to develop and empirically validate a comprehensive model of ambidextrous human resource management (A-HRM) tailored to the structural and behavioral requirements of project-oriented organizations.

Methods and Materials: This study employed a mixed-methods sequential exploratory design consisting of qualitative and quantitative phases. In the qualitative phase, semi-structured interviews were conducted with 20 experts in ambidextrous HRM using purposive and snowball sampling until theoretical saturation was achieved. The interviews were analyzed through open, axial, and selective coding using MAXQDA, and thematic structures underlying motivational, empowering, and opportunity-creating HRM practices were extracted. In the quantitative phase, a researcher-developed questionnaire was administered to 213 employees of a large project-oriented organization. Measurement reliability was assessed through Cronbach’s alpha, composite reliability (CR), and average variance extracted (AVE), while normality was examined using the Kolmogorov–Smirnov test. Structural equation modeling (SEM) was applied to examine path coefficients, t-values, predictive relevance (Q²), coefficient of determination (R²), and overall model fit (GOF).

Findings: The Kolmogorov–Smirnov results indicated all variables were non-normal (p < 0.05), supporting the use of SEM with non-parametric assumptions. All main constructs—motivational practices (R² = 0.836), empowering practices (R² = 0.813), and opportunity-creating practices (R² = 0.733)—showed strong explanatory power. Path coefficients exceeded significance thresholds (t > 1.96), confirming meaningful relationships among variables. Predictive relevance values indicated strong model validity (Q² > 0.35). The overall model demonstrated excellent global fit (GOF = 0.56), confirming strong structural integrity and predictive capability.

Objective: This study aimed to examine the relationship between ethical climate and organizational commitment among physical education teachers in Iran, focusing on the mediating role of organizational–professional conflict.

Methods and Materials: A correlational–descriptive design was used. The statistical population consisted of all physical education teachers in Iran (N ≈ 27,000). Based on Cochran and Sharp’s formula, 476 participants were selected through random sampling. Data were collected using four standardized instruments: the Ethical Climate Questionnaire (Cullen et al., 1993), the Organizational–Professional Conflict Questionnaire (Shafer et al., 2002), the Affective Commitment Scale (Meyer & Allen, 1984), and the Impression Management Scale (Paulhus, 1991). Cronbach’s alpha coefficients ranged from 0.76 to 0.89, confirming acceptable reliability. Data were analyzed using Pearson correlation and hierarchical regression analysis via AMOS software, with significance set at p < 0.05.

Findings: Results revealed that ethical climate dimensions significantly influenced both organizational–professional conflict and affective commitment. Egoistic/individual, egoistic/cosmopolitan, and benevolent/local climates negatively predicted organizational–professional conflict, whereas principled/individual and principled/cosmopolitan climates showed positive effects. Ethical climate variables accounted for 47% of the variance in organizational–professional conflict and 37% in affective commitment. Organizational–professional conflict exhibited a significant negative correlation with affective commitment but did not mediate the relationship between ethical climate and commitment. Impression management significantly influenced reported perceptions of ethical climate and commitment, indicating potential social desirability bias.

Conclusion: The ethical climate in educational organizations plays a pivotal role in shaping teachers’ commitment and managing professional conflicts. Benevolent and principled ethical climates foster stronger affective commitment, whereas egoistic climates undermine it. However, organizational–professional conflict does not function as a mediator in this relationship. Enhancing ethical awareness, fairness, and supportive communication among educational managers can improve teachers’ affective commitment and organizational harmony.