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 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.

Abstract 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.

Abstract 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.

Abstract 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.

Abstract 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.

Abstract 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.