Designing a Competency Model for the Horizontal Promotion of Education Teachers in Baghdad
Keywords:
Model design, horizontal promotion competence, teachers of education, Baghdad cityAbstract
The objective of this study was to design and validate a comprehensive competency model for the horizontal promotion of education teachers in Baghdad. This applied study employed a mixed-methods design with a descriptive–survey approach. In the qualitative phase, purposive sampling was used to conduct semi-structured interviews with secondary school principals and education experts until theoretical saturation was achieved, and the data were analyzed using grounded theory procedures including open, axial, and selective coding. In the quantitative phase, the statistical population consisted of 1,147 secondary school principals in Baghdad, and data were collected through a researcher-developed questionnaire. Descriptive statistics, exploratory and confirmatory factor analyses, and structural equation modeling were performed using SPSS and PLS software. Factor analyses revealed that the competency framework for horizontal promotion is structured across three levels: individual, organizational, and infrastructural. Model fit indices indicated a satisfactory fit of the proposed model, with an RMSEA value of 0.044 and high CFI, GFI, and NFI values. The Kappa coefficient of 0.758 confirmed acceptable reliability in qualitative coding, and path analysis demonstrated statistically significant relationships among the model dimensions. The validated model provides a coherent and practical framework for organizing horizontal promotion processes, supporting professional development planning, performance evaluation, and evidence-based decision-making for teacher advancement within Baghdad’s education system.
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