zahra omiddvar; malihe omidvar
Volume 2, Issue 2 , June 2026, Pages 1-8
Abstract
This study aimed to examine the effect of school principals’ instructional leadership on students’ academic motivation. The research was applied in terms of purpose and employed a descriptive-survey design with a correlational approach. The statistical population included all teachers working ...
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This study aimed to examine the effect of school principals’ instructional leadership on students’ academic motivation. The research was applied in terms of purpose and employed a descriptive-survey design with a correlational approach. The statistical population included all teachers working in public lower secondary schools in Shiraz during the 2023–2024 academic year (approximately 850 teachers). Using proportional stratified random sampling, 265 teachers were selected as the study sample.
Data were collected using the Hallinger and Murphy Instructional Leadership Questionnaire (30 items) and Vallerand’s Academic Motivation Scale (AMS) (21 items). The content validity of both instruments was confirmed by experts (CVR > 0.62), while construct validity was established through confirmatory factor analysis. Reliability, assessed using Cronbach’s alpha, was 0.89 for the instructional leadership questionnaire and 0.87 for the academic motivation scale. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, multiple regression analysis, and structural equation modeling (SEM) with SPSS 26 and AMOS 24.The results revealed a positive and statistically significant relationship between principals’ instructional leadership and students’ academic motivation. The dimensions of instructional leadership jointly explained 48% of the variance in academic motivation. Furthermore, SEM analysis demonstrated that instructional leadership had a significant positive effect on students’ academic motivation (β = 0.64), and the proposed model showed satisfactory goodness-of-fit indices.The findings suggest that principals’ instructional leadership, through establishing a clear school mission, effectively managing instructional programs, and promoting a positive learning climate, plays a vital role in enhancing students’ academic motivation. Therefore, strengthening principals’ instructional leadership competencies can serve as an effective strategy for improving students’ learning experiences and overall academic achievement.
َAhmad Ghodsi; Mahdi Taheri; Yaser Foroughi
Volume 2, Issue 2 , June 2026, Pages 9-25
Abstract
Touchscreen-based applications are increasingly used in early childhood classrooms to support early literacy development; however, empirical findings regarding their effectiveness remain mixed. This study presents a systematic review and meta-analysis examining the impact of touchscreen applications ...
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Touchscreen-based applications are increasingly used in early childhood classrooms to support early literacy development; however, empirical findings regarding their effectiveness remain mixed. This study presents a systematic review and meta-analysis examining the impact of touchscreen applications on emergent literacy outcomes among young children. Following PRISMA guidelines, a comprehensive search of Scopus, Web of Science, and ProQuest identified 24 independent studies published between 2009 and 2024, from which 41 effect sizes were extracted. Included studies involved children aged 2 to 5 years and compared touchscreen-based literacy interventions with traditional or non-digital instructional approaches. A random-effects meta-analysis revealed a moderate positive effect of touchscreen applications on emergent reading outcomes Hedges’ g = 0.505, 95% CI [0.363, 0.647] Moderator analyses indicated that intervention effectiveness varied by type of application, child age, and instructional setting, with stronger effects observed when touchscreen activities were accompanied by adult guidance. Assessment of publication bias suggested that the overall findings were robust. These results suggest that touchscreen applications can meaningfully support emergent reading development when thoughtfully integrated into early childhood educational contexts. Implications for classroom practice, app design, and teacher scaffolding are discussed.
Sabere Rigi; Afsaneh Marziyeh; Hosein Jenaabadi
Volume 2, Issue 2 , June 2026, Pages 26-34
Abstract
The present study aimed to investigate the effect of transformational science teaching on students' academic optimism and academic engagement. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all sixth-grade male elementary ...
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The present study aimed to investigate the effect of transformational science teaching on students' academic optimism and academic engagement. This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all sixth-grade male elementary school students in Khash County during the 2023–2024 academic year. A total of 50 students were selected using cluster random sampling and were then randomly assigned to either the experimental group (n = 25) or the control group (n = 25). Data were collected using a Transformational Teaching Package implemented over eight instructional sessions, the Academic Optimism Questionnaire developed by Tschannen-Moran et al. (2013), and the Student Engagement Questionnaire developed by Fredricks and Blumenfeld (2004). Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) with IBM SPSS software. The findings indicated that transformational science teaching had a positive and statistically significant effect on the posttest mean scores of both academic engagement and academic optimism among sixth-grade male elementary school students. Therefore, it can be concluded that implementing transformational teaching in science education significantly enhances students' academic optimism and academic engagement
Reza Yousefi
Volume 2, Issue 2 , June 2026, Pages 35-44
Abstract
The present study investigated the role of self-regulated learning strategies in predicting students’ academic performance in online and blended learning environments. In terms of purpose, this was an applied study; methodologically, it adopted a quantitative descriptive-correlational design. The ...
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The present study investigated the role of self-regulated learning strategies in predicting students’ academic performance in online and blended learning environments. In terms of purpose, this was an applied study; methodologically, it adopted a quantitative descriptive-correlational design. The statistical population comprised students enrolled in universities in the city of Qom who were studying in online learning environments supported by learning management systems (LMSs). A sample of 384 students was selected using proportionate stratified random sampling. Data were collected using a standardized self-regulated learning questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) framework and students’ academic performance indicator, measured by grade point average (GPA). Construct validity was assessed through confirmatory factor analysis, while the reliability of the instrument was evaluated using Cronbach’s alpha coefficient. The findings confirmed the questionnaire’s satisfactory reliability. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis.The findings revealed significant positive relationships between the dimensions of self-regulated learning, including planning, monitoring, cognitive control, and self-evaluation, and students’ academic performance. Regression analysis further indicated that self-regulated learning strategies explained a substantial proportion of the variance in academic performance. Among these dimensions, planning was identified as the strongest predictor of students’ academic performance.Based on these findings, strengthening self-regulated learning strategies can play important role in improving students’ academic performance in online learning environments. Accordingly, greater attention to teaching self-regulation skills and designing e-learning environments that support the development of such skills may contribute to enhancing the quality of learning in higher education.
Omid Mehni; Sajad Kazemi
Volume 2, Issue 2 , June 2026, Pages 45-54
Abstract
This study aimed to explain the mediating role of organizational trust in the relationship between managers' conflict management strategies and employees' political behavior at Shahid Chamran University of Ahvaz. The statistical population consisted of all 234 administrative employees of the university ...
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This study aimed to explain the mediating role of organizational trust in the relationship between managers' conflict management strategies and employees' political behavior at Shahid Chamran University of Ahvaz. The statistical population consisted of all 234 administrative employees of the university during the 2022–2023 academic year. Using the Krejcie and Morgan (1970) table, a sample of 144 participants was determined and selected through simple random sampling, ensuring equal selection probability for all population members. Of the distributed questionnaires, 140 usable responses were retained for the final statistical analyses.This applied study employed a descriptive, correlational-analytical design based on structural equation modeling. Data were collected using the Organizational Trust Questionnaire of Kanawattanachai and Yu (2002), the Conflict Management Questionnaire of Putnam and Wilson (1994), and a researcher-developed Political Behavior Questionnaire. The reliability of the instruments was assessed using Cronbach's alpha.Results revealed a significant negative relationship between managers' conflict management strategies and organizational trust, as well as between organizational trust and employees' political behavior. No significant direct relationship was found between conflict management strategies and political behavior. However, conflict management strategies exerted a significant indirect and positive effect on political behavior through the mediating role of organizational trust, indicating that organizational trust fully mediated this relationship.The findings suggest that managers' conflict management strategies do not directly predict employees' political behavior; rather, this influence is transmitted entirely through organizational trust. Strengthening trust-building processes is therefore essential for reducing destructive political behavior in academic institutions.
Maryam Sistani; Naser Nastiezaie; Kamran Bagherimajd
Volume 2, Issue 2 , June 2026, Pages 55-63
Abstract
One of the important issues in the rganizationis the organizational identification and work engagement that can be influenced by various variables, including leadership style. One of the leadership styles that have been used today by organizations is the authentic leadership style. Therefore, the present ...
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One of the important issues in the rganizationis the organizational identification and work engagement that can be influenced by various variables, including leadership style. One of the leadership styles that have been used today by organizations is the authentic leadership style. Therefore, the present study aimed to investigate the relationship between authentic leadership and organizational identitification and work engagement of teachers.The research is descriptive-correlational.The statistical population of this study was all the elementary schols teachers of Chabahar city in the academic year of 2017-2018, with 795 teachers’ volume. 259 teachers were selected as the sample, using stratified random sampling method and teachers were studied through three questionnaires including authentic leadership, organizational identitification and work engagement of teachers.The data was analyzed using correlation coefficient and multiple regression with SPSS21 software. The findings showed that there is a positive and meaningful relationship between authentic leadership (and all its components: self-awareness, relational transparency, internalized moral perspective and balanced processing) with organizational identification and teacher's work engagement. Also, based on the results of regression, the style of authentic leadership has been able to predict 60.7% of organizational identitfication changes and 5.3% of work engagement changes. Hence, School principals can improve organizational identification and employee' work engagement by better use of authentic leadership style.
