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This study is an adjunct to a research effort focused on a mathematical curricular innovation in four non-governmental schools in Tehran, Iran. This study queried balanced, random sample of 100 educational personnel from the schools concerning dynamic capabilities associated with change (sensing opportunities, seizing opportunities, and reconfiguring assets) and issues surrounding organizational inertia (finding resources, confronting path dependency in change, and establishing new processes). Additional data collected described the personnel’s perceptions about innovations and new processes instituted in their schools. Student performance data from the prior year’s final mathematical examination were also gathered. The data describe a portion of the educational change potential of the schools, including improved student achievement. The variables informed by all of the data were evaluated by multivariate methods. The findings showed that beliefs about dynamic capabilities had a significant positive impact on educational performance and that educational performance had a positive impact on the final mathematical exam scores. The results also indicate that the organizational inertia of the schools had a significant negative impact on the educational performance of the schools. Conclusions were formed based on the analysis of the defining factors of the variables mentioned above and recommendations given for implementing change are proposed

journal of new approaches in educational research

Impact of Organizational Inertia and Dynamic Capabilities on Educational Performance of the Charitable Societies and Its Impact on Mathematical Performance of Elementary At-Risk Students