Journal of Research in Educational Systems

Abstract Objective: This study aimed to design a competency model for secondary school teachers based on experts’ perspectives.
Method: An applied, descriptive, qualitative research design using informed grounded theory was employed. Data were collected through semi-structured interviews with 25 experts and analyzed via open, axial, and selective coding. Validity was ensured through credibility, transferability, dependability, and confirmability criteria. Reliability was confirmed with a Cohen’s kappa coefficient of 0.876, indicating strong coder agreement.
Results: Sustainable development of teachers’ competencies depends on causal conditions (educational policy-making, motivation, justice, infrastructure), intervening conditions (trust, organizational culture, participation), and contextual conditions (educational infrastructure and technology). Key strategies include innovation and professional growth, while consequential factors involve teacher support, social relationships, and structural transparency. Experts emphasized reforming management, increasing teacher participation, removing political barriers, fostering research, elevating teachers’ status, and strengthening research culture. These findings form the "Sustainable Development of Educational Competencies" model, highlighting the interaction of these factors.
Conclusions: Sustainable competency development requires a comprehensive, systemic approach involving policymakers, managers, and teachers collaboratively. The model moves beyond focusing solely on individual skills to create a dynamic, flexible system for ongoing professional development. Continuous revision of educational programs and assessments ensures alignment with evolving societal and student needs, enabling competency development to become a self-sustaining process that better prepares the education system for future challenges.

Abstract Objective: This study aims to provide a model to identify and reduce these conflicts, identify the effective factors and strategies to reduce them in order to improve teachers' performance in such environments.

Method: This research was a mixed method study, with the qualitative part being a synthesis study and thematic analysis of interviews with experts, and the quantitative part being a structural equation model for model fit.

Findings: The findings showed that 24 initial concepts in the form of 5 main concepts or themes were identified from 17 articles from the empirical background. According to the interview results, 21 components were extracted in the form of 3 factors. Then, finally, the factors extracted from library resources, tables, and opinions of professors and experts were arranged in order, and duplicates and similar items were eliminated. Finally, 38 initial concepts (indices), 6 themes and main themes (cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity in the educational environment, development of conflict resolution skills, and training and empowerment) were identified and determined as effective factors in reducing teacher role conflicts in multicultural learning environments.

Conclusion: Based on the results, several factors have an effect on reducing teacher role conflicts in multicultural learning environments. These factors include cultural readiness of teachers, organizational support, development of multicultural curricula, management of cultural diversity, development of conflict resolution skills, and training and empowerment of teachers. In particular, teachers' cultural preparation helps them better understand and manage students' cultural differences.

Abstract Objective: Educational organizations of our country, especially schools, in order to deal with the many issues and problems they face in today's changing conditions are in urging need of principals and teachers who are creative and up-to-date and show this creativity in their job performance. Considering the importance and necessity of the creative performance of teachers and principals, the present study aimed to investigate the relationship between digital leadership and creative performance through psychological empowerment of teachers. Methods: The research method was quantitative, descriptive and correlational. Thirty hundred and ten teachers were selected from 1,610 elementary school teachers in the 5th district of Tehran, Iran by simple random sampling based on Cochran's formula in 2023-2024 academic year. The participants completed the Digital Leadership Questionnaire (Ulutas & Arsalan, 2017), the Psychological Empowerment Questionnaire (Spreitzer, 1995) and the Creative Performance Questionnaire (Oldham & Cummings, 1996). Results: Data were analyzed using the structural equation modeling by SPSS and LISREL softwares. The results indicated that digital leadership had a direct, positive and significant effect on the creative performance and psychological empowerment, psychological empowerment had a direct, positive and significant effect on teachers' creative performance, and digital leadership had an indirect, positive and significant effect on the creative performance through the psychological empowerment. Conclusion: Finally, in order to respond appropriately to the innovative changes and advances of the digital-oriented environment, educational organizations and schools should use the digital leadership style to eliminate teachers’ stress about possible mistakes in expressing ideas and new opinions, and thus increase the creative performance of teachers.

Abstract Objective: Paying attention to the social characteristics of students in the list of educational goals of the elementary school has always been taken into consideration during lesson design and planning, because the primary period, as a vital period, has a significant impact on the formal and implicit education of the social dimension of students in a cross-sectional and forward-looking manner. This study was conducted with the aim of analyzing the social characteristics of elementary school students from the perspective of teachers.
Methods: The current research was conducted with qualitative methodological approach and qualitative content analysis research method, the data collection tool was a semi-structured in-depth interview. The participants of the research were selected in a targeted way in the academic year of 2022-2023 from among the primary school teachers of different cities in Iran, and data saturation was achieved with the number of 14 teachers. The qualitative content analysis of the data was done with the help of software.
Results: The findings indicate the most important social characteristics of primary school students in six core codes and seventeen open codes, including the concept of others, understanding differences, responsibility, rights and duties, interactive skill and performance avoidance. The results show a decrease in the characteristics of responsibility, awareness of students' rights and interactive skills, and an increase in the characteristics of students' understanding of the concept of others, differences and performance aversion compared to the past.
Conclusion: The findings of the present research confirmed the attention to the dimensions of responsibility, rights and duties, interactive skills and performance aversion in the development of students' social characteristics. The changes created in different dimensions of students' social characteristics should change and modify curriculum elements including teaching method and grouping of students and as a result, reform the curriculum implemented by primary school teachers.

Abstract Objective: The present study was conducted with the aim of structural analysis of personality traits, organizational commitment and job motivation with the mediating role of self-control in teachers and principals of elementary schools for girls. Methods: This research, in terms of purpose, was applied; In terms of data collection method, was descriptive, of the survey type; and in terms of the nature of the data, was quantitative. Statistical population, have been including all teachers and principals of elementary schools for girls in the academic year 2022-2023 to the number of 369 people. The sampling method was multi-method sampling. The sample size, according to Krejcie and Morgan table (1970), there were 225 people. The data collection tool, was HEXACO Traits Personality (2013), Allen and Mayer organizational commitment questionnaire (1990), Herzberg job motivation questionnaire (2004) and Tangney, Baumeister & Boone self-control questionnaire (2004). To analyze the data, in addition to descriptive statistical techniques, the following inferential statistics techniques were used Step by Step Regression and Structural Equation Modeling. Findings: The research findings showed, relationship between personality traits, organizational commitment, job motivation and self-control of teachers and principals was positive and significant (P<0/01). Furthermore, the mediating role of self-control in the effect on personality traits, organizational commitment and job motivation of teachers and principals was confirmed. Conclusion: It is concluded that, to improve the professional performance of teachers and school administrators; the institution of education must take steps in order to strengthen personality traits and setting the stage for an organizational commitment and job motivation; and also optimizing self-control.

Abstract The purpose of this research was to study elementary teachers’ professional competence. The research method was descriptive-correlation with emphasis to structural equation. The population of this research was consisted of elementary teachers(160persons) that based on the morgans table the samples was 113 persons which were selected at random and stratified. a standard questionnaire (which title evaluation of teachers’ professional competence was used to collected the data with %87 Cronbach’s alpha. its face and content validity confirmed with the professors’ comments. The data analyze done with spss software and factor analysis. The results showed that the overall average of the 11 criteria (4.38) was higher than the average and teachers had relatively good professional competence. and all the criteria presented with scores higher than the overall average of 3 are the criteria of their professional competence.and the two factors of activity for professional development (with an average of 7.73) and educational designing and planning (with an average of 7.26) are the most important and effective Factors and 2 factors of measuring and communicating with learning outcomes (with an average of 4.39) and participation in administrative and managerial affairs (with an average of 4.35) have been the least important factors in the professional competence of teachers.
Keywords: professional qualifications; primary school teachers

Abstract The aim of this study was to investigate the relationship between mindfulness and teachers' life satisfaction with regard to the mediating role of coping styles in coping with the corona epidemic. The research method was correlation with the application of structural equations in terms of applied purpose, in terms of quantitative nature and in terms of data collection. The statistical population was the primary school teachers of Bukan city in the academic year 2020-2021, of which 189 were purposefully selected as a sample. And colleagues (1399) and the Bauer et al.'s (2006) pentagonal mindfulness scale responded. For data analysis, the partial least squares (PLS) method was used using SPSS and PLS3 software. The results showed that there is a significant relationship between research variables and positive and negative coping styles have a mediating role in the relationship between mindfulness and life satisfaction and 19% of the effect of total mindfulness on teachers' life satisfaction through indirect Positive coping styles are explained by the mediating variable. Also, 18% of the effect of total mindfulness on teachers' life satisfaction is indirectly explained by the mediating variable of negative coping styles. Based on the findings of this study, it can be concluded that mindfulness as a positive and valuable trait by influencing coping styles in the face of the corona epidemic, can lead to increased life satisfaction of teachers.

Abstract The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers in Shiraz District 1 in the academic year 2020-2021. Which was selected using a simple random sampling method and based on Cochran's formula, a sample of 327 teachers from this community. To collect data from four ethical leadership questionnaires (Kalshoven, Den Hartog & De Hoogh, 2011); Psychological empowerment (Spreitzer, 1995); Staff Creativity (Torrance, 1963) and the School Organizational Effectiveness Questionnaire (Serjivani, Strata & Robert, 1992) were used. Data analysis was performed using structural equation modeling. Findings showed that: Ethical leadership, psychological empowerment and creativity have a direct, positive and significant effect at the level of 0.05 on organizational effectiveness; Ethical leadership also has an indirect, positive and significant effect on organizational effectiveness through the mediation of psychological empowerment and creativity. From the findings, it can be concluded that ethical leaders, along with the mediating role of psychological empowerment and creativity of teachers, have an effective role in the organizational effectiveness of schools. Therefore, if school principals and leaders have positive qualities of ethical leadership and in this process use strategies such as psychological empowerment and creativity of teachers, they can create favorable conditions for cooperation and participation of teachers in various school affairs and ultimately. Provide school effectiveness.

Abstract The purpose of this study was to evaluate the effectiveness of group-based positive cognitive-behavioral interaction program on improving mental health and job satisfaction of teachers in Bukan. The research method was experimental in the form of a pretest-posttest quasi-experimental design with control group. The statistical population included all male elementary school teachers in Buchan city in the academic year of 1997-98, from which 30 people were selected by cluster random sampling and randomly assigned to experimental and control groups. Data collection tools included Mental Health Questionnaire (2002) and Minnesota Job Satisfaction Questionnaire (MSQ) that were administered to the experimental and control groups before and after the intervention. The group interaction program was based on a positive cognitive-behavioral approach and was administered to the experimental group during 8 group sessions and 90 minutes duration but no intervention was performed on the control group. Data were analyzed using multivariate analysis of covariance. The results showed that there was a significant difference between the mean scores of job satisfaction components (job type, promotion opportunities, organizational climate and leadership style) and all components of mental health during pre-test and post-test stages in the experimental group; While this difference was not significant in the control group.

Abstract The purpose of this study was to design a model for teachers' talent management in the academic year 1396-97. The research is applied in terms of purpose and in terms of descriptive nature of the survey. The statistical population includes experts in the field of talent management, people with books and related articles, people with a job in the Ministry of Education and provincial education organizations. In the field of talent management as well as educators were knowledgeable in the field of talent management who were selected by purposeful sampling method and were semi-structured interview. After analyzing the data from the interviews, 42 indices were extracted. Next, a closed-ended questionnaire based on interviews and indices derived from the literature and research background (62 indices) was designed and developed based on a seven-point Likert scale with 104 items. At the end of each round, the data were analyzed using rank and median Kendall's coefficient of agreement. Kendall's test (0.705) was significant at α = 0.001 error level (sig <0.001), it is concluded that between the responders There is a significant agreement with the questions and the amount obtained on Kendal statistics indicates acceptable consensus among the respondents so it ended in the third round of qualitative phase and the teachers' talent management model with 36 indicators of strategic planning components, identification, selection. , Absorption, refinement, and maintenance.

Abstract The study with the goal of identifying the role of the professors in the international sculpture curriculum higher education of Iran with the use of the analyze qualitative content of the category analogy from the standpoint of the professors and experts curriculum and with the purposeful, a plug of the textsThe results indicate that the presence and authority of the higher education system require efforts to internationalize the curriculum isAnd in this regard professors as key players this great movement to factors such as beliefs and attitudes, enrichment Professional professional qualifications, knowledge, scientific-technological, economic, political, cultural and reducing the barriers to political, economic, management in line with international higher education curriculum is the most important role of faculty development strategies, should be considered..

Abstract The purpose of this study was to test the relationship between the role of educational groups and the quality of teachers' performance with the mediating role of their empowerment in Yasuj high schools. The study was a correlational study. Participants included 201 teachers (111 males, 90 females) Yasuj high schools in the academic year of 93-92 who were selected by stratified sampling. All of them completed the scale of the role of educational groups, the quality of performance, and empowerment. Data were analyzed using structural equation modeling using LISREL software. The findings showed that the role of educational groups directly affects structural empowerment. The role of the training groups directly has a structural effect on the quality of the work. The role of educational groups indirectly affects the quality of performance through the empowerment mediator. We conclude that the role of educational groups can be directly empowered and affect the quality of performance. Also, the role of educational groups indirectly and through empowerment can affect the quality of performance. The implications of the findings were discussed.