Explaining the Components of Teachers’ Professional Competencies Model Based on Transformational Leadership Indicators in the Education System of Iraq
Keywords:
Explaining the components of the teacher professional competency model, Transformational Leadership Indicators, Education in IraqAbstract
The objective of this study is to explain the components of the teachers’ professional competencies model based on transformational leadership indicators in the education system of Iraq. This applied research utilized an exploratory sequential mixed-methods design with a categorical approach. In the qualitative phase, the preliminary components of teacher competencies were identified through a thematic analysis of the theoretical foundations. Subsequently, the Delphi method was employed to screen and validate these dimensions based on the consensus of subject-matter experts. In the quantitative phase, Interpretive Structural Modeling (ISM) was utilized to systematically level and prioritize the validated variables and components. Qualitative analysis of 14 expert interviews using thematic coding identified 14 core components of teachers’ professional competencies, including managing new technologies, cybersecurity, and personalized learning. Utilizing Interpretive Structural Modeling (ISM), these components were structured into a hierarchical six-level model. Furthermore, MICMAC analysis categorized the variables into independent (driving), linkage, and dependent groups. The results revealed that “creating interactive and dynamic learning environments” acts as the primary independent variable with the highest driving power, fundamentally influencing all other competencies. Linkage variables, such as personalized learning and continuous professional development, actively connect the system, while factors like teacher motivation and infrastructure serve as dependent variables. Overall, this model highlights that establishing dynamic interactive environments is the foundational driver for developing comprehensive professional competencies in Iraq’s education system.
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