<![CDATA[Despite the rapid proliferation of advanced educational technologiesranging from gamified numeracy platforms to artificial intelligence-powered inclusive learning assistantssustained adoption in primary schools frequently fails due to inadequate human resource management and a profound deficit in instructional leadership. This systematic review, adhering strictly to the PRISMA protocol, synthesizes empirical evidence to ascertain how principal leadership styles and localized human resource interventions dictate educator technology readiness. The extracted literature reveals that standard top-down administrative mandates systematically exacerbate cognitive overload among primary teachers, precipitating severe change fatigue and subsequent technology abandonment. Conversely, the findings demonstrate that distributed leadership frameworks, when structurally paired with peer-to-peer mentoring initiatives, significantly outperform traditional instructional approaches by decentralizing technical authority and contextualizing continuous professional development within pre-existing grade-level networks. To address the documented deficit in organizational psychology within contemporary educational technology research, this paper constructs a novel conceptual framework mapping the pedagogical-managerial nexus. This structural model is validated through theoretical triangulation, cross-referencing extracted global case studies to mathematically and theoretically simulate the framework's viability in mitigating educator burnout. The resulting synthesis establishes a highly objective blueprint for educational policymakers and school administrators to sustain artificial intelligence integration while preserving the cognitive equilibrium of the workforce. ]]>
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