Biology Teachers' Lived Experiences of Secondary School Students' Responsibility in Iraq: A Phenomenological Study
Keywords:
students’ responsibility, lived experience, biology teachers, phenomenology, Iraqi secondary schoolsAbstract
Purpose: This study aimed to identify and analyze the dimensions, components, and process of enhancing financial literacy among school principals and to develop a comprehensive indigenous model based on grounded theory and confirmatory factor analysis.
Methodology: This research employed an exploratory mixed-methods design (qualitative–quantitative). In the qualitative phase, Strauss and Corbin’s systematic grounded theory approach was applied. Data were collected through semi-structured interviews with 18 experienced school principals, educational management faculty members, and financial experts from the Ministry of Education. The qualitative data were analyzed through open, axial, and selective coding procedures. In the quantitative phase, a researcher-made questionnaire was developed based on the qualitative findings and distributed among 250 school principals in Tehran. Quantitative data were analyzed using structural equation modeling and confirmatory factor analysis through AMOS version 24. The validity and reliability of the instrument were confirmed using content validity, composite reliability, average variance extracted, and Cronbach’s alpha coefficients.
Findings: The qualitative findings resulted in the extraction of 36 concepts and six major categories, including causal conditions, central phenomenon, strategies, contextual conditions, intervening conditions, and consequences. The main causal conditions included the need for financial accountability, increasing complexity of school financial resources, and legal requirements. The core phenomenon emphasized the development of financial decision-making skills under uncertainty. Furthermore, specialized financial training programs, learning networks, and technological support systems were identified as the main strategies for enhancing financial literacy. Confirmatory factor analysis demonstrated that all constructs exhibited satisfactory model fit, with indices such as CFI and NFI exceeding 0.90 and RMSEA remaining below 0.08. In addition, all factor loadings were statistically significant and above the acceptable threshold, confirming convergent validity and strong construct reliability.
Conclusion: The findings indicated that enhancing the financial literacy of school principals is a multidimensional and systematic process influenced by organizational, educational, structural, and individual factors. The proposed model provides a valid framework for educational policymakers and administrators to design effective financial empowerment programs for school principals. Moreover, improving principals’ financial literacy can contribute to optimal resource allocation, greater financial transparency, improved organizational efficiency, and enhanced educational quality in schools.
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Copyright (c) 2025 Taher Hussein Bawi Al-zuhairi (Author); Mahboubeh sadat Fadavi; Ali Mohan Abbood Karaghool, Badri Shahtalebi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
