Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Factors Affecting Technology Leadership in Schools Factors Affecting Technology Leadership in Schools 5 14 238683 10.22034/jiera.2025.538861.3355 FA Mostafa Elahi Department of Educational Governance and Human Capital, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran 0000-0001-6196-7184 Seyedeh Khadijeh Moafi Madani Department of Educational Governance and Human Capital, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran Ali Khalkhali Department of Educational Governance and Human Capital, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran Journal Article 2025 08 03 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. 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.

https://www.jiera.ir/article_238683_ef69ab6d780f30176f64900d2a4dfdd6.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Psychometric Properties of the Digital Communication Empathy Scale Psychometric Properties of the Digital Communication Empathy Scale 15 26 238693 10.22034/jiera.2026.549263.3379 FA Kamran Sheivandi Cholicheh عضو هیات علمی دانشگاه 0000-0003-3427-4627 Sahar Rahimi Ph.D. Candidate in Educational Psychology, Islamic Revolution University, Tehran, Iran. 0000-0002-7483-2446 Journal Article 2025 09 25 Objective: The present study aimed to examine the psychometric properties of the Digital Communication Empathy Scale (DCES), designed to assess multiple dimensions of empathy in online and virtual communication contexts. Method: This applied, descriptive–survey study was conducted among individuals aged 18 years and older who actively used social networks and online messaging platforms between August and September 2025 (N = 570). Participants were selected using a convenience sampling method. Data collection instruments included the Digital Communication Empathy Scale (Collins et al., 2022) and the Toronto Empathy Questionnaire (Spreng et al., 2009). Exploratory factor analysis (EFA) was performed using SPSS version 25, and confirmatory factor analysis (CFA) was conducted with LISREL version 8.8. Content validity was assessed through expert evaluation using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Criterion validity was examined by correlating the DCES with the Toronto Empathy Questionnaire. Results: EFA results supported a six-factor structure for the 36-item DCES. First- and second-order CFA indicated a good model fit and acceptable reliability and validity of the subscales. The overall CVR was 0.98 and the overall CVI was 0.92, demonstrating strong expert agreement. A significant positive correlation was observed between the DCES and the Toronto Empathy Questionnaire (r = 0.46, p < 0.001). Conclusion: The findings indicate that the Persian version of the DCES demonstrates satisfactory psychometric properties and can be used as a valid and reliable instrument for assessing empathy in digital communication environments. Objective: The present study aimed to examine the psychometric properties of the Digital Communication Empathy Scale (DCES), designed to assess multiple dimensions of empathy in online and virtual communication contexts. Method: This applied, descriptive–survey study was conducted among individuals aged 18 years and older who actively used social networks and online messaging platforms between August and September 2025 (N = 570). Participants were selected using a convenience sampling method. Data collection instruments included the Digital Communication Empathy Scale (Collins et al., 2022) and the Toronto Empathy Questionnaire (Spreng et al., 2009). Exploratory factor analysis (EFA) was performed using SPSS version 25, and confirmatory factor analysis (CFA) was conducted with LISREL version 8.8. Content validity was assessed through expert evaluation using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Criterion validity was examined by correlating the DCES with the Toronto Empathy Questionnaire. Results: EFA results supported a six-factor structure for the 36-item DCES. First- and second-order CFA indicated a good model fit and acceptable reliability and validity of the subscales. The overall CVR was 0.98 and the overall CVI was 0.92, demonstrating strong expert agreement. A significant positive correlation was observed between the DCES and the Toronto Empathy Questionnaire (r = 0.46, p < 0.001). Conclusion: The findings indicate that the Persian version of the DCES demonstrates satisfactory psychometric properties and can be used as a valid and reliable instrument for assessing empathy in digital communication environments.

https://www.jiera.ir/article_238693_138f318ab461c58aaeba6e31492eb8ac.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Presentation and Validation of the Smart Leadership Model for School principals Presentation and Validation of the Smart Leadership Model for School principals 27 39 238682 10.22034/jiera.2025.531171.3337 FA Elham Poormokhtari Department of Educational Administration, Isf.C., Islamic Azad University, Isfahan, Iran. 0009-0007-4601-7683 Fariba Karimi Associate Professor، Department of Educational Administration, Isf.C., Islamic Azad University, Isfahan, Iran. 0000-0002-8594-3790 Narges Saeidian Associate Professor،Department of Educational Administration, Isf.C., Islamic Azad University, Isfahan, Iran. 0000-0001-5763-0159 Journal Article 2025 06 28 The present study aimed to Presented and validate the Smart leadership model for school principals This study was conducted using a qualitative-quantitative method, in which thematic analysis was used in the qualitative part and the survey in the quantitative part. First, 97 basic themes were identified using the inductive thematic analysis method from 40 scientific sources, based on the AtrideSterling perspective, which became the basis for the formation of the Smart leadership model Relying on the conceptual model approved by the experts as the basis for designing the research tool, it was implemented on a statistical sample of 314 school principals using a non-random sampling method of the available type. The data collection tool was a 97-item researcher-made questionnaire with appropriate content and construct validity, whose reliability was also confirmed by a Cronbach's alpha coefficient of 0.923. The research data were analyzed using Amos26 and SPSS26 software. Based on thematic analysis, 3 global themes (semantic, argumentative, and insightful), 12 organizing themes, and 97 basic themes for Smart leadership of school principals were obtained, which became the basis for the formation of an Smart leadership model for school principals. The results of confirmatory factor analysis showed that the model had sufficient fit and the validity of the model was confirmed. The school principals' Smart leadership scale had adequate validity in measuring and fitting the model. This tool, due to its comprehensiveness, flexibility, ease of use, quality, and appropriateness, has adequate capacity for use in future research. The present study aimed to Presented and validate the Smart leadership model for school principals This study was conducted using a qualitative-quantitative method, in which thematic analysis was used in the qualitative part and the survey in the quantitative part. First, 97 basic themes were identified using the inductive thematic analysis method from 40 scientific sources, based on the AtrideSterling perspective, which became the basis for the formation of the Smart leadership model Relying on the conceptual model approved by the experts as the basis for designing the research tool, it was implemented on a statistical sample of 314 school principals using a non-random sampling method of the available type. The data collection tool was a 97-item researcher-made questionnaire with appropriate content and construct validity, whose reliability was also confirmed by a Cronbach's alpha coefficient of 0.923. The research data were analyzed using Amos26 and SPSS26 software. Based on thematic analysis, 3 global themes (semantic, argumentative, and insightful), 12 organizing themes, and 97 basic themes for Smart leadership of school principals were obtained, which became the basis for the formation of an Smart leadership model for school principals. The results of confirmatory factor analysis showed that the model had sufficient fit and the validity of the model was confirmed. The school principals' Smart leadership scale had adequate validity in measuring and fitting the model. This tool, due to its comprehensiveness, flexibility, ease of use, quality, and appropriateness, has adequate capacity for use in future research.

https://www.jiera.ir/article_238682_034e11b3fb134e90d7607aaa51eccfe9.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Design and Evaluation of a Dialogue-Based Intervention Package Based on Choice Theory for Students with High-Risk Behaviors Design and Evaluation of a Dialogue-Based Intervention Package Based on Choice Theory for Students with High-Risk Behaviors 41 53 238690 10.22034/jiera.2026.567928.3427 FA Rahim Badri University of Tabriz 0000-0001-7196-6601 Shahrooz Nemati Department of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. 0000-0001-6898-9749 Hamdollah Habibi Department of Educational Sciences, Faculty of Psychology, University of Tabriz, Tabriz, Iran. 0000-0002-7243-8023 Frahnaz Jalili Shishavan Department of Educational Sciences, Faculty of Psychology, University of Tabriz, Tabriz, Iran. 0009-0002-4742-6976 Journal Article 2025 12 22 Objective: Risky behaviors in students represent one of the primary challenges in the educational system, threatening academic performance and mental health. This research aimed to design and validate a dialogue-based intervention package grounded in William Glasser's Choice Theory for 14-18-year-old students exhibiting risky behaviors. Method:This applied qualitative study employed the Delphi method and content analysis. Theoretical foundations were extracted from Glasser's book Choice Theory (2013). The package was developed across 11 stages (from innovation search to pilot implementation) and consists of 12 sessions, each lasting 90 minutes. Content validation was assessed by a panel of 8 educational psychology experts (with at least 10 years of experience) using quantitative indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI). Findings:The results indicated that all sessions in the designed package are essential, and the content of all sessions is fully aligned with the intended objectives. Specifically, CVR = 1.0 for session necessity and CVI = 0.94 for relevance to objectives, confirming desirable validity. A pilot implementation with 2 high-risk students also demonstrated the package's feasibility. Conclusion:The proposed package exhibits high content validity and can serve as a preventive tool in school counseling centers to reduce risky behaviors and enhance human capital. This indigenous approach addresses gaps in prior studies on group-based dialogue interventions and aligns with cognitive-social models. Objective: Risky behaviors in students represent one of the primary challenges in the educational system, threatening academic performance and mental health. This research aimed to design and validate a dialogue-based intervention package grounded in William Glasser's Choice Theory for 14-18-year-old students exhibiting risky behaviors. Method:This applied qualitative study employed the Delphi method and content analysis. Theoretical foundations were extracted from Glasser's book Choice Theory (2013). The package was developed across 11 stages (from innovation search to pilot implementation) and consists of 12 sessions, each lasting 90 minutes. Content validation was assessed by a panel of 8 educational psychology experts (with at least 10 years of experience) using quantitative indices: the Content Validity Ratio (CVR) and the Content Validity Index (CVI). Findings:The results indicated that all sessions in the designed package are essential, and the content of all sessions is fully aligned with the intended objectives. Specifically, CVR = 1.0 for session necessity and CVI = 0.94 for relevance to objectives, confirming desirable validity. A pilot implementation with 2 high-risk students also demonstrated the package's feasibility. Conclusion:The proposed package exhibits high content validity and can serve as a preventive tool in school counseling centers to reduce risky behaviors and enhance human capital. This indigenous approach addresses gaps in prior studies on group-based dialogue interventions and aligns with cognitive-social models.

https://www.jiera.ir/article_238690_6c9f3047e851febc52de652926f7975b.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Designing an Integrative Model of Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) for Fostering Critical Thinking and Meaningful Learning in Primary Education Designing an Integrative Model of Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) for Fostering Critical Thinking and Meaningful Learning in Primary Education 55 63 238684 10.22034/jiera.2025.543604.3363 FA Zahrasadat Hashemi Department of Philosophy and Logics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran 0009-0000-5983-3216 Journal Article 2025 10 27 The purpose of the present study is to design an integrative model based on Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) to enhance the quality of primary education in Iran. These two approaches respectively emphasize fostering critical and caring thinking through philosophical dialogue and improving teachers’ ability to connect subject content with appropriate teaching strategies. The main problem addressed in this research is the lack of localized and integrative frameworks in primary education for the simultaneous development of students’ cognitive, moral, and conceptual skills. This study adopts a qualitative and applied research design employing the Design-Based Research (DBR) methodology. Data were collected through document analysis, theoretical framework review, and semi-structured interviews with 10 experts in the field of education. Thematic analysis was used to examine the collected data. Based on the findings, an integrative model was designed comprising six core components: objectives, content, teaching strategies, teacher’s role, learner’s role, and assessment methods. The proposed model was validated by experts and demonstrated the potential to effectively combine content-based instruction with the cultivation of students’ thinking skills. Furthermore, the model promotes dialogue-centered classrooms, enhances meaningful learning, and fosters active student participation. Given its flexibility, the model is adaptable to localized contexts and can be widely implemented in concept-oriented subjects in primary education. It can also serve as a practical guide for teachers, curriculum designers, and teacher training programs seeking to integrate philosophical inquiry with pedagogical content knowledge in the classroom. The purpose of the present study is to design an integrative model based on Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) to enhance the quality of primary education in Iran. These two approaches respectively emphasize fostering critical and caring thinking through philosophical dialogue and improving teachers’ ability to connect subject content with appropriate teaching strategies. The main problem addressed in this research is the lack of localized and integrative frameworks in primary education for the simultaneous development of students’ cognitive, moral, and conceptual skills. This study adopts a qualitative and applied research design employing the Design-Based Research (DBR) methodology. Data were collected through document analysis, theoretical framework review, and semi-structured interviews with 10 experts in the field of education. Thematic analysis was used to examine the collected data. Based on the findings, an integrative model was designed comprising six core components: objectives, content, teaching strategies, teacher’s role, learner’s role, and assessment methods. The proposed model was validated by experts and demonstrated the potential to effectively combine content-based instruction with the cultivation of students’ thinking skills. Furthermore, the model promotes dialogue-centered classrooms, enhances meaningful learning, and fosters active student participation. Given its flexibility, the model is adaptable to localized contexts and can be widely implemented in concept-oriented subjects in primary education. It can also serve as a practical guide for teachers, curriculum designers, and teacher training programs seeking to integrate philosophical inquiry with pedagogical content knowledge in the classroom.

https://www.jiera.ir/article_238684_60e55f73775c147d9d4ae15980717207.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Academic Hope, Academic Help-Seeking and Academic Well-Being: A Mediation Analysis Academic Hope, Academic Help-Seeking and Academic Well-Being: A Mediation Analysis 65 78 238685 10.22034/jiera.2026.547953.3374 FA Ehsan Keshtvarz Kondazi PhD Student, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 0000-0002-6798-3983 Nadereh Sohrabi Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 0000-0002-0419-7440 Maryam Kouroshnia Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 0000-0002-6694-6929 Majid Barzegar Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 0000-0003-4880-721X Journal Article 2025 09 18 Objective: The aim of this study was to investigate the mediating academic help-seeking in the relationship between academic hope and academic well-being. Method: The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the research was all high school students in Shiraz in the academic year 2024-2025, among whom 516 students (223 boys and 293 girls) were selected using a multi-stage random cluster sampling method and responded to the Academic Hope Questionnaire Khormaee & Kamari, Academic Well-Being Questionnaire Tuominen-Soini et al., and Academic Help-Seeking Scale Ryan & Pintrich. Structural equation analysis was used to analyze the data using SPSS-26 and AMOS-24 software. Results: The findings showed that the research model had a good fit with the collected data. Also, the findings showed that academic hope had a positive and significant effect on acceptance of help-seeking and a negative and significant effect on avoidance of help-seeking. While avoiding help-seeking did not have a significant effect on academic well-being, acceptance of help-seeking had a positive and significant effect on academic well-being. Also, academic hope indirectly had a significant indirect effect on academic well-being through help-seeking avoidance and help-seeking acceptance, and the simultaneous effect of the two. Conclusions: The study shows academic hope indirectly enhances students' academic well-being through help-seeking. Findings highlight the importance of educational programs and interventions that strengthen academic hope and help-seeking skills, guiding teachers and planners to improve academic well-being. Objective: The aim of this study was to investigate the mediating academic help-seeking in the relationship between academic hope and academic well-being. Method: The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the research was all high school students in Shiraz in the academic year 2024-2025, among whom 516 students (223 boys and 293 girls) were selected using a multi-stage random cluster sampling method and responded to the Academic Hope Questionnaire Khormaee & Kamari, Academic Well-Being Questionnaire Tuominen-Soini et al., and Academic Help-Seeking Scale Ryan & Pintrich. Structural equation analysis was used to analyze the data using SPSS-26 and AMOS-24 software. Results: The findings showed that the research model had a good fit with the collected data. Also, the findings showed that academic hope had a positive and significant effect on acceptance of help-seeking and a negative and significant effect on avoidance of help-seeking. While avoiding help-seeking did not have a significant effect on academic well-being, acceptance of help-seeking had a positive and significant effect on academic well-being. Also, academic hope indirectly had a significant indirect effect on academic well-being through help-seeking avoidance and help-seeking acceptance, and the simultaneous effect of the two. Conclusions: The study shows academic hope indirectly enhances students' academic well-being through help-seeking. Findings highlight the importance of educational programs and interventions that strengthen academic hope and help-seeking skills, guiding teachers and planners to improve academic well-being.

https://www.jiera.ir/article_238685_88d3bafeffe7ce3ee3f74afa0f915c06.pdf

Iranian Educational Research Association Journal of Research in Educational Systems 2383-1324 19 69 2025 06 22 Analyzing the Status of Teachers' Knowledge Sharing and Experiences in Virtual Environments Based on Ethical Norms and Cognitive Trust Analyzing the Status of Teachers' Knowledge Sharing and Experiences in Virtual Environments Based on Ethical Norms and Cognitive Trust 79 91 238688 10.22034/jiera.2025.549305.3380 FA Alireza Nemati Faculty member of Payame Noor University 0009-0004-3037-7607 Journal Article 2025 09 25 Objective: The purpose of this research was to analyze the sharing knowledge and experiences of teachers in virtual environments based on ethical norms and cognitive trust of teachers. Method: This research is applied in terms of purpose and is a quantitative research. The statistical population of the research included 457 elementary school teachers working in education in Ahar city in the academic year 1402-1403, of which 201 were selected using the stratified sampling method. For data analysis based on structural equation modeling and one-sample t-test, SPSS20 and AMOS21 software were used. To assess the validity of the questionnaire, face validity and convergent validity were used. The results of confirmatory factor analysis showed that the average variance extracted for the studied constructs was acceptable (AVE≥0.585). Also, the composite reliability value for all constructs was appropriate (CR≥0.88). Results: The empirical results of the study using structural equation modeling showed that there is a significant relationship between the ethical norms variable and teachers' knowledge sharing in virtual environments (β-0.457, t=6.876, p≤0.001). Also, teachers' cognitive trust has a positive and significant relationship with their knowledge sharing in virtual environments (β=0.374, t=6.287, p≤0.001). These two variables explained 51% of the variance of the dependent variable. The ethical norms variable (r=0.46) was a stronger predictor for the knowledge sharing variable. Also, the results of the one-sample t-test (Test value = 3) showed that the characteristic of ethical norms among teachers was more appropriate than the characteristics of cognitive trust and knowledge sharing. Objective: The purpose of this research was to analyze the sharing knowledge and experiences of teachers in virtual environments based on ethical norms and cognitive trust of teachers. Method: This research is applied in terms of purpose and is a quantitative research. The statistical population of the research included 457 elementary school teachers working in education in Ahar city in the academic year 1402-1403, of which 201 were selected using the stratified sampling method. For data analysis based on structural equation modeling and one-sample t-test, SPSS20 and AMOS21 software were used. To assess the validity of the questionnaire, face validity and convergent validity were used. The results of confirmatory factor analysis showed that the average variance extracted for the studied constructs was acceptable (AVE≥0.585). Also, the composite reliability value for all constructs was appropriate (CR≥0.88). Results: The empirical results of the study using structural equation modeling showed that there is a significant relationship between the ethical norms variable and teachers' knowledge sharing in virtual environments (β-0.457, t=6.876, p≤0.001). Also, teachers' cognitive trust has a positive and significant relationship with their knowledge sharing in virtual environments (β=0.374, t=6.287, p≤0.001). These two variables explained 51% of the variance of the dependent variable. The ethical norms variable (r=0.46) was a stronger predictor for the knowledge sharing variable. Also, the results of the one-sample t-test (Test value = 3) showed that the characteristic of ethical norms among teachers was more appropriate than the characteristics of cognitive trust and knowledge sharing.

https://www.jiera.ir/article_238688_d4b726c869d0f6f6bfbcbf9eb03f4c34.pdf