Model of Teacher Professionalization in Iraq

Abstract

Purpose: The aim of this study was to identify the dimensions and components of teacher professionalization in Iraq using a qualitative grounded theory approach.Methodology: This qualitative study was conducted using the classical grounded theory method. The research population consisted of all professors and experts in educational sciences across Iraq in the year 2024. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was reached with 21 individuals. The data collection tool was in-depth, unstructured interviews. Data were analyzed in three stages: open coding, selective coding, and theoretical coding. Expert agreement was used to validate the extracted codes and ensure confirmability.Findings: The findings led to the identification of eleven main dimensions of teacher professionalization in Iraq: talent identification and empowerment for curriculum implementation, training in creative strategies, content-related technical knowledge, in-service knowledge, improving teaching attitudes, lesson study, preparation for the threefold educational objectives, entry-level teaching knowledge assessment, artificial intelligence technology training, analysis of educational tools and innovations, and analysis of multicultural education. The analysis indicated that the proposed model has conceptual coherence and practical applicability within the context of Iraq's education system.Conclusion: The results indicated that the proposed model of teacher professionalization, considering Iraq's cultural, social, and educational context, can serve as a localized framework for improving teaching quality and enhancing teachers’ professional development.