Journal of Research in Educational Systems

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 The purpose of the present study was to investigate the role of digital leadership in intelligent decision making with the mediation of team reception. The method was descriptive and of the type of correlational studies. The research population of primary school principals in Kermanshah province in 2022 was 1902 people, from this population, based on the Cochran formula, a sample of 320 people was selected using stratified random sampling according to the population of the research classes such as the type of region (privileged, semi-privileged and deprived), city/district (24 cases) and gender ( male and female) was selected. Collecting data from questionnaires; Digital leadership and intelligent decision-making developed by the researcher were used in addition to team reception (Sultani, 2007). Data analysis was done using Pearson's correlation coefficient and structural equation modeling. The findings showed that digital leadership had a direct and significant effect on team reception and intelligent decision-making in elementary school principals. Also, team reception had a direct and significant effect on intelligent decision-making in elementary school principals (p≤0.01). In addition, digital leadership through team reception had an indirect and significant effect on intelligent decision-making in elementary school principals (p≤0.01). It seems that team reception among elementary school principals has a mediating role in the relationship between digital leadership and intelligent decision making.