Designing a Teacher Empowerment Model in the Educational System of Iraq
محورهای موضوعی : 0
Muthana Flayyih Hasan Alghshimawi
1
,
Ebadollah Ahmadi
2
,
Hayder Mohsin Salman Alshuwaili
3
,
Kobra Emami Rizi
4
1 - PhD student, Department of educational management, Isf. C., Islamic Azad University, Isfahan, Iran.
2 - Associate Professor, Department of Educational Management, Marv.C., Islamic Azad University, Marvdasht, Iran
3 - Associate Professor, Department of Educational Management, Dhi Qar University, Dhi Qar, Iraq
4 - Assistant Professor, Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
کلید واژه: Teacher Empowerment, Educational System, Thematic Analysis,
چکیده مقاله :
This research was conducted with the aim of designing a teacher empowerment model for Iraq, relying on a thematic analysis approach. The present study employs a qualitative approach, utilizing semi-structured interviews and credible texts as data collection tools. The statistical population includes education experts in Iraq and specialists related to the topic from the faculties of educational sciences and educational management at universities in Iraq, selected through purposeful sampling and theoretical saturation, totaling twenty individuals. The software used in this research was the qualitative software MAXQDA-2020. The approach utilized was based on thematic analysis as per the method of Attride-Stirling (2011). The findings indicated that the teacher empowerment model consists of six dimensions: self-efficacy (covering components of mastery experiences, self-regulation, self-reflection, and vicarious learning), participatory decision-making (covering components of group decision-making, team building, and delegation of authority), instructional design (covering components of multimedia production, educational assessment, lesson planning, content analysis, and content development), psychological empowerment (covering components of competency development, autonomy, influence, and trust), professional development (covering components of future studies, improvement of teaching methods and classroom management, creative thinking, and professional knowledge development), and smart education (covering components of artificial intelligence, digital content, and media literacy), encompassing 23 components. The validity of the identified components was examined and confirmed using Guba and Lincoln's four-part criteria. The credibility of the model was also examined and confirmed through a focus group. Based on the findings, it can be said that the attention of education stakeholders to the identified indicators in this research is instrumental in improving teacher effectiveness. Designing a teacher empowerment model within the Iraqi educational system necessitates a comprehensive approach, considering the unique socio-political context and existing infrastructure. This model should prioritize professional development, decentralized decision-making, and enhanced resource allocation to foster a supportive environment for educators. Ultimately, successful implementation of such a model will contribute to improved teacher morale, retention, and pedagogical effectiveness, leading to enhanced student outcomes.
This research was conducted with the aim of designing a teacher empowerment model for Iraq, relying on a thematic analysis approach. The present study employs a qualitative approach, utilizing semi-structured interviews and credible texts as data collection tools. The statistical population includes education experts in Iraq and specialists related to the topic from the faculties of educational sciences and educational management at universities in Iraq, selected through purposeful sampling and theoretical saturation, totaling twenty individuals. The software used in this research was the qualitative software MAXQDA-2020. The approach utilized was based on thematic analysis as per the method of Attride-Stirling (2011). The findings indicated that the teacher empowerment model consists of six dimensions: self-efficacy (covering components of mastery experiences, self-regulation, self-reflection, and vicarious learning), participatory decision-making (covering components of group decision-making, team building, and delegation of authority), instructional design (covering components of multimedia production, educational assessment, lesson planning, content analysis, and content development), psychological empowerment (covering components of competency development, autonomy, influence, and trust), professional development (covering components of future studies, improvement of teaching methods and classroom management, creative thinking, and professional knowledge development), and smart education (covering components of artificial intelligence, digital content, and media literacy), encompassing 23 components. The validity of the identified components was examined and confirmed using Guba and Lincoln's four-part criteria. The credibility of the model was also examined and confirmed through a focus group. Based on the findings, it can be said that the attention of education stakeholders to the identified indicators in this research is instrumental in improving teacher effectiveness. Designing a teacher empowerment model within the Iraqi educational system necessitates a comprehensive approach, considering the unique socio-political context and existing infrastructure. This model should prioritize professional development, decentralized decision-making, and enhanced resource allocation to foster a supportive environment for educators. Ultimately, successful implementation of such a model will contribute to improved teacher morale, retention, and pedagogical effectiveness, leading to enhanced student outcomes.
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