Pathways of Professional Identity Development: A Grounded Theory of Female School Principals. European Journal of Education, [S. l.], v. 2, n. 2, p. 44–49, 2019. DOI: 10.26417/ejed-2019.v2i2-61. Disponível em: https://revistia.org/index.php/ejed/article/view/4094.. Acesso em: 3 jul. 2024.