Journal of Research in Educational Systems

Abstract Objective: “The present study was conducted with the aim of identyfying the factors affecting technology leadership in schools.
Method: This research is applied in terms of purpose. In this research, a qualitative method of systematic review was used to determine the factors affecting technology leadership in schools. In this research, articles indexed in reputable domestic and foreign scientific journal databases (Science Direct, Emerald, and Springer for foreign articles and SID and Magiran for domestic articles) during the years 2018-2025 were reviewed on the topics of "technology leadership", and during this period 335 articles were reviewed and screened to the point of theoretical saturation, and finally 54 articles were examined for final analysis. During the studies conducted, 38 primary codes were drawn and finally a network of themes with 2 overarching themes, 5 constructive themes, and 25 basic themes was drawn.then model analysed with SEM Metod.
Results: According to the results of the study, factors affecting technology leadership in schools include individual (cognitive, psychological, and functional) and organizational (human resources and process) factors.
Conclusions: In general, it can be said that identifying the factors affecting technology leadership in schools will improve the quality of educational technologies in schools by principals, and the use of selected smart and electronic tools is also essential for the growth of education in schools.

Abstract Purpose: The present study aims to examine the effect of using cognitive metaphors in the teaching process and its role in enhancing students’ comprehension of educational concepts. This was carried out through a systematic review method and a narrative approach based on Silva’s framework. Method: This study employed a systematic and narrative review method. Data were collected through a targeted search in databases including Google Scholar, ScienceDirect, and Noor Magazines, using keywords related to cognitive metaphors in education. The population consisted of articles published between 2015 and 2023. After a multi-stage screening process involving the removal of irrelevant and duplicate articles, 22 selected articles aligned with the study objectives were chosen. Qualitative content analysis based on a thematic approach was conducted to extract main themes, and the articles were categorized into six thematic axes: the role of cognitive metaphors in learning, the impact of cultural context, purposeful design of metaphors, connection with digital literacy, application in computational concepts, and strengthening creative thinking. Findings: The results of the analysis showed that the purposeful, creative, and content-appropriate use of cognitive metaphors can have a significant impact on facilitating the understanding of complex concepts, increasing learning motivation, and deepening students’ cognitive engagement. Conclusion: Accordingly, metaphor-based instructional design and empowering teachers to utilize it can be considered an effective step toward improving the quality of teaching and learning.

Abstract Objective: This research has been conducted by designing and validating the model of creating an entrepreneurial society in the basic education system with a sociological approach.
Methods: It is a mixed sequential exploratory research; socio-statistics of this research in the qualitative part consists of educational and research experts and managers specializing in the basic education system and entrepreneurship and in the quantitative part it consists of managers, teachers, professors and consultants in Educational Year of 2020-2021. The samples in the qualitative section included 12 people using a targeted method until reaching theoretical saturation, and in the quantitative section 385 people were selected using a multi-stage cluster random method. The data was analyzed by semi-structured interview and conventional content analysis method with coding, and based on that, a model with 3 dimensions, 9 components and 100 items were designed. To validate the model, first a questionnaire was designed, and after determining face and content validity, 20 questions were removed and 80 questions remained.
Resuls and Conclusion: The results showed that the factor loading of all questions is above 0.4, the convergent validity is above 0.5, the reliability of both criteria (Cronbach's alpha, composite reliability) of all dimensions is above 0.8, and the validity of the variable is confirmed, and finally, the quality index fit of the model is greater than 0.36. The designed model has strong validity, reliability and fit, and policy makers and planners can use it to evaluate and review the current situation of the basic education system in order to create an entrepreneurial society.

Abstract Objective: Many organizations face with threats due to the lack of talents, so developing talents is one of the most important challenges they encounter. One of these organizations is the Ministry of Education which needs to develop the talent of novice teachers. In order to tackle this challenge, the aim of the present research was to design a talent development model for novice teachers. Methods: The study design was sequential explanatory in which both qualitative research methods and quantitative research methods were used. The study was conducted in Tehran, Iran in the year 2023. Results: Since targeted approach and theoretical saturation were used in the study, semi-structured interviews were held with 25 experts in the field of education. Finally, 286 components were identified: Six main categories and 53 sub-categories. The sub-categories were central phenomenon (5 categories), causal conditions (6 categories), contextual factors (6 categories), intervening factors (12 categories), strategies (9 categories), and outcomes (15 categories). To validate the proposed model first and second order confirmatory factor analysis were used and the internal validity of the model was confirmed. Conclusion: The findings suggested that in order to achieve a suitable talents development model for increasing the efficiency of the educational system requires a comprehensive view and the maximum participation of all effective people and institutions in this field.

Abstract Objective: The study aimed to analyze the pathology of faculty members’ social responsibility in research area and to provide solutions to increase the fit between research outputs and local and regional needs. Methods: Semi-structured interviews were held with 12 faculty members from Shiraz, Ilam and Yazd universities. The sampling method was theoretical sampling. The collection of data continued until theoretical saturation was achieved. The data were analyzed by thematic analysis method. Results: Intra-institutional factors were research expediency, lack of belief in the function of problem–solving, insufficient support of social responsibility in promotion regulations, quantity orientation and article orientation, minimal research per capita. Extra-institutional factors were clientless research, lack of acceptance of need-based research, research lobbying, weak mutual trust between the university and society, luxury and marginality of research, lack of comprehensiveness in upstream documents, lack of meritocracy in appointments, employer’s unprofessional behavior, industry lack of trust in internal power, and incomplete database. Conclusion: In order to respond to the local and regional needs, it is possible to increase the faculty members’ adherence to the research social responsibility to a desirable level by providing funds and injecting financial credits, creating permanent joint desks and scientific communities consisting of local researchers and policy makers, revising the policies of faculty members’ promotion and encouragement, reviewing understanding of science and the world of localization, strengthening interdisciplinary research teams, mission orientation of universities, meritocracy in the appointment of managers and strong supervision, and prevention of collusions in research. .

Abstract Objective: the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad.
Methods: The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data.
Results: The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant.
Conclusion: According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

Abstract The current research was conducted with the aim of determining the effectiveness of flipped instruction method on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the ninth grade of the first period of high school in the academic year of 2020-2021. To select the sample, first, using the available sampling method, two schools were selected from among the first secondary schools. Then, a 9th grade class was selected from each school and using random sampling method, the students of one of the classes were determined as the experimental group and the students of the other class as the control group. The students of the experimental group were taught using the flipped instruction method. Ricketts' (2003) critical thinking disposition questionnaire was used to collect data. The data were analyzed using the statistical method of analysis of covariance. The findings showed that the flipped instruction method was effective on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students and increased the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students in experimental group. Therefore, the research hypothesis was confirmed (p<0.01). According to the results of this research, it can be concluded that the use of the flipped instruction method by teachers can be effective in increasing the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students, and as a result, it can lead to better performance of students. In fact, the reverse education method is an effective way of teaching and learning in the world, which should become part of the comprehensive lifelong learning system in schools.