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The objective of study was designing a structural model for organizational mindfulness: A mixed research. This study was an explanatory sequential design and ​​an applied research. In qualitative part, population were experts of management schools of public universities of Tehran, and sample were 14. In quantitative part, population were the management faculty members of management schools of public universities of Tehran (351 members), sample were 226 using two-stage cluster sampling and targeted available were implemented. Organizational mindfulness, professional learning community and transformational leadership questionnaires were distributed and gathered in 2014-2015. Analyses showed accepted reliability and validity. In qualitative part for collecting mindfulness indicators, content analysis and open coding were used. The quantitative statistical methods were exploratory and confirmatory factor analysis and structural equation modeling. The structural equation modeling contained one exogenous construct of transformational leadership; two endogenous constructs of professional learning community and organizational mindfulness. Results demonstrated transformational leadership had significant and direct effects on professional learning community and on organizational mindfulness. There is direct and significant effect of professional learning community on organizational mindfulness. Results also showed transformational leadership (idealized influence, inspirational motivation, individualized consideration) had direct effect on professional learning community (collective responsibility for learning, collaboration focused on professional learning). Transformational leadership also has direct and meaningful effect on organizational mindfulness (rapidity and agility, flexibility, accountability, conditional learning and development of recognition, trust and openness). Also professional learning community has direct effect on creation of organizational mindfulness.  

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Professional learning community (PLC) has been a generally recognized model for promoting teacher development, including EFL teachers’ writing assessment literacy, intercultural teaching competence, digital literacy, and so on. However, research on whether the changes in beliefs of teachers engaging in a PLC affects their teaching competence is relatively scant. To fill this gap, the present study investigated the extent to which a PLC with intercultural components changed EFL teachers’ beliefs in intercultural teaching, which in turn affected their intercultural teaching competence. In doing so, adopting an exploratory sequential method, qualitative data from teachers and a questionnaire from students were collected and analyzed through NVIVO 12 and SPSS 26.0. The data analyses revealed significant changes in the EFL teachers’ knowledge construction, motivation inspired by peer interaction, and reflection on intercultural learning and teaching practices. These changes led to the transformations in their beliefs and practices concerning intercultural instruction, although individual orientations were observed in their pedagogical approaches. Furthermore, the study’s findings were supported by evidence of corresponding changes in students’ learning outcomes in the development of intercultural competence. The study highlights the significance of PLCs in enhancing EFL teachers’ intercultural teaching competence and their professional development.