Assessment and Practice in Educational Sciences

This study aimed to explore, conceptualize, and develop a value-oriented framework of occupational values among Iraqi primary school principals by identifying the underlying dimensions of value-based school leadership through expert perspectives. The study employed a qualitative design grounded in thematic network analysis. Participants consisted of 15 experts in educational management, school leadership, educational policy, and primary school administration in Iraq, selected through purposive and theoretical sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews based on 10 open-ended questions. Interview transcripts were analyzed using the Attride-Stirling thematic network approach with the support of MAXQDA 24 software. The analytical process involved open coding, identification of basic themes, development of organizing themes, and construction of global themes. To ensure trustworthiness, triangulation, member checking, independent coding by multiple researchers, and audit trail procedures were applied. Inter-coder reliability was assessed using Cohen’s kappa coefficient, yielding a value of 0.81, indicating substantial agreement and analytical consistency. The analysis revealed that occupational values of Iraqi primary school principals constitute a multidimensional, context-sensitive, and interconnected construct. Seven overarching themes emerged from the thematic network: (1) personal values and professional ethics, (2) socio-cultural values, (3) social responsibility and justice, (4) educational leadership and school management, (5) economic and institutional values, (6) authority and transformational influence, and (7) contextual and indigenous values. The findings demonstrated that principals’ occupational values are shaped not only by individual ethical commitments but also by social relationships, institutional support systems, leadership responsibilities, and the unique socio-political realities of Iraq. The thematic structure further indicated dynamic interactions among personal, organizational, and contextual dimensions, suggesting that value-based leadership is a holistic phenomenon embedded within broader educational and societal environments. The study concludes that value-based school leadership in Iraqi primary education is founded upon a complex network of ethical, social, professional, institutional, and contextual values. Effective school leadership extends beyond administrative competence and depends on the integration of personal integrity, social commitment, educational stewardship, institutional support, and adaptive responses to local conditions.

The present study aims to identify and analyze the factors influencing the reduction of vandalistic behaviors among elementary school students using a meta-synthesis approach. This method enables the extraction of key concepts and categories from multiple studies, thereby facilitating the development of a scientific and practical framework for intervening in students' deviant behaviors. The findings indicate that three main components play a pivotal role in reducing vandalism: (1) strengthening moral awareness and ethical values, (2) developing positive skills and behaviors, and (3) creating a constructive environment and interaction. Structural analysis of the proposed model revealed that all relationships between components were statistically significant, indicating a valid and predictive model for reducing vandalistic behaviors. Mathematical modeling results further showed that "developing positive skills and behaviors" had the greatest impact (41%), followed by "strengthening moral awareness and ethical values" (39%), and "creating a constructive environment and interaction" (19%). The results suggest that emphasizing the development of personal and social skills along with ethical education can be a key factor in managing such behaviors. Moreover, integrating these factors with modern technologies and participatory teaching approaches can lead to effective preventive and corrective programs in educational settings. Compared to previous studies, this research, through the use of data-driven models and fuzzy analysis, offers a more comprehensive and precise perspective on interventions for vandalistic behavior, and can serve as a scientific foundation for educational policy and programming in primary schools.

This study was conducted with the aim of identifying teachers’ lived experiences in teaching Ancient History and presenting an appropriate instructional model. The research employed a mixed exploratory design consisting of qualitative and quantitative phases. In the first (qualitative) phase, a descriptive phenomenological approach was utilized. Semi-structured interviews were conducted with twenty Ancient History teachers in Baghdad who had at least five years of teaching experience. Participants were selected through purposive sampling using criterion-based techniques, and the sampling process continued until theoretical saturation was achieved. In the first phase, the research instrument consisted of semi-structured interviews. Data analysis was carried out using Colaizzi’s seven-step method, resulting in the identification of 120 initial concepts, which were organized into twenty-four subcategories and six main categories, including communication and interaction skills as the highest priority, teaching methods, educational content, learning assessment, teachers’ professional development, and educational technology. In the quantitative phase, a descriptive-survey method was employed. The statistical population consisted of all secondary school teachers in Baghdad who were teaching Ancient History during the 2024–2025 academic year, totaling 320 individuals. Using convenience sampling and Cochran’s formula, 175 participants were selected. The instrument used in this phase was a researcher-developed questionnaire containing 120 items designed based on the findings of the qualitative phase. Its validation was conducted by ten experts in the field of history education. Content validity was assessed using Lawshe’s formula, and the reliability of the instrument was calculated through Cronbach’s alpha coefficient. The results of the quantitative section indicated that all dimensions were evaluated significantly above the average level. Structural analysis demonstrated that the proposed six-dimensional model had an acceptable fit, and the factor loadings of all dimensions were at an acceptable level, indicating the construct validity of the proposed model. The presented model places special emphasis on communication skills as the fundamental basis of effective teaching and highlights the necessity of employing active and interactive methods such as storytelling, drama, role-playing, project-based learning, appropriate content selection and organization, multidimensional and formative assessment, and continuous professional development.

The present study aimed to investigate the effectiveness of artificial intelligence (AI)-based tools in correcting grammatical errors and to evaluate the perspectives of English as a Foreign Language (EFL) teachers in Iran regarding the opportunities, challenges, and practical implications of integrating these technologies into English language instruction. This study employed a mixed-methods research design combining quantitative and qualitative approaches. The statistical population consisted of Iranian EFL teachers, from whom 41 participants were selected through convenience and purposive sampling. Quantitative data were collected using a researcher-made questionnaire grounded in the Technology Acceptance Model (TAM), measuring perceived usefulness, perceived ease of use, attitudes toward AI, and operational challenges associated with AI implementation. The reliability of the questionnaire was confirmed through Cronbach’s alpha coefficients ranging from 0.79 to 0.88. In the qualitative phase, semi-structured interviews were conducted to explore teachers’ experiences and perceptions in greater depth. Quantitative data were analyzed using descriptive statistical procedures, while qualitative interview data were examined through thematic analysis to identify recurrent themes related to infrastructural, pedagogical, systemic, and ethical concerns. The findings demonstrated that teachers perceived AI-based grammar correction tools as significantly more effective than traditional correction methods in mechanical and rule-based domains such as punctuation and article usage. AI received substantially higher mean scores in punctuation correction (M = 4.6) and article usage (M = 4.4) compared to traditional approaches. However, no meaningful difference was observed in correcting tense-related errors, while traditional teacher-led methods remained significantly superior in addressing coherence and semantic organization. Thematic analysis further revealed that the most frequently reported barriers to AI implementation were infrastructural limitations, including unstable internet access and inadequate hardware facilities (85%), followed by pedagogical concerns such as students’ over-reliance on AI and superficial learning of grammatical concepts (78%). Teachers also emphasized systemic constraints linked to test-oriented educational policies (65%) and ethical concerns including data privacy and algorithmic bias (45%). Overall, the findings indicated a positive but cautious attitude among Iranian teachers toward AI integration in grammar instruction.

ABSTRACT

The present study aimed to identify the components of standardizing school principals’ duties in order to propose an appropriate model. This study was fundamental in nature and conducted using a qualitative approach. The research tradition employed was Grounded Theory. The statistical population consisted of academic experts, including faculty members holding doctoral degrees and possessing more than 10 years of teaching experience, who were selected through purposive sampling. The researcher achieved theoretical saturation after conducting interviews with 16 experts. In addition to the library research method, semi-structured interviews were used to collect data. Data analysis was carried out using the grounded theory approach. The findings indicated that identifying and analyzing the different dimensions of the standardized model of school duties requires simultaneous attention to causal, contextual, intervening, and strategic factors. Causal conditions include factors that directly influence the formation and performance of schools and provide the necessary foundation for designing and implementing standardized duties. The central phenomenon of the study was the “standardized model of school duties,” which encompasses performance evaluation indicators and key components of quality education. Contextual conditions refer to environmental and socio-economic-cultural characteristics that affect school performance. Intervening conditions include barriers and limitations that may challenge the implementation of standardized school duties. Strategies consist of a set of actions designed to achieve the standardized model of school duties and to address anticipated barriers and limitations. Consequences represent the outcomes of the successful implementation of the standardized model of school duties and its associated strategies. Successful implementation of this model can enhance educational quality, reduce inequalities, and increase stakeholder satisfaction.

The present study was conducted with the aim of designing a conceptual model of a curriculum based on artificial intelligence literacy education. This study adopted a qualitative approach and employed thematic analysis and the Glaserian approach as the research methodology. Since the study had an exploratory nature and was conducted with the purpose of expanding knowledge and increasing awareness in the field of artificial intelligence literacy education, it is categorized as an applied study. The statistical population included artificial intelligence specialists, education experts, curriculum planners, textbook authors, and secondary school teachers in West Azerbaijan Province. The sampling method was purposive and snowball sampling, which continued until theoretical saturation was achieved (15 interviews). The data analysis process was conducted in three stages: initial coding, axial coding, and selective coding. Finally, the collected and coded data were analyzed using MAXQDA software. Using thematic analysis, 85 initial open codes were extracted and categorized within the framework of conceptual components through axial and selective coding into six main dimensions, including cognitive competencies, skill-based competencies, attitudinal and ethical competencies, curriculum components, teaching–learning strategies and evaluation, and implementation requirements and contexts. At the end of the three-stage coding process, the final research model was developed through the integration of these dimensions, and the reliability of the research model was reported as 0.758.

Creating positive rapport between teachers and students is now considered to be a significant affective component of foreign language acquisition, particularly in a student-centered environment with an oral language focus, where students’ willingness to communicate (WTC) is substantially based on the quality of the relationship between the teacher and students in the classroom. However, little attention has been directed toward the role of rapport in fostering WTC in the context of Iraqi students studying English as a foreign language (EFL), where traditional, teacher-centered methodologies are prevalent. In this mixed methods study, we examined the relationship between rapport and WTC of Iraqi EFL undergraduate students. Quantitative data were obtained with standardized measures of rapport and WTC, while qualitative data were collected from semi-structured interviews and classroom observations to gain insight into how students perceive teachers’ classroom behaviors to influence their willingness to speak. The quantitative analysis demonstrated that students generally had a positive rapport with teachers and a moderate WTC, as well as a strong positive relationship between the two constructs. Qualitatively, the findings corroborated the positive relationship between rapport and WTC by clearly indicating that students’ communicative confidence and willingness to participate are enhanced through teachers demonstrating supportive, empathetic, and encouraging behaviors, especially those that reduce anxiety and fear of negative evaluation. This study emphasizes that the relational and affective dimensions of teaching are crucial to developing WTC in Iraqi EFL classrooms, and proposes directions for future research and pedagogical implications.

The present study was conducted with the aim of developing a model of the role of security and social support in students’ extracurricular activities (sports–leisure) and its role in crime prevention. In terms of purpose, the study was applied research; in terms of nature, it was descriptive; and in terms of implementation, it employed structural equation modeling. The statistical population consisted of students of Payame Noor University in Kermanshah Province. The samples were selected from among students who, according to reports from the university’s cultural and sports authorities, spent at least one hour of their leisure time on physical and sports activities (155 participants). The sampling method was multi-stage cluster random sampling. Data were collected from students through a standardized questionnaire based on a five-point Likert scale. The reliability of the questionnaire was calculated using Cronbach’s alpha coefficient (0.91), and its validity was confirmed by experts in the field of sports sciences and criminology specialists. The results indicated that security factors and social support significantly influenced the level of students’ extracurricular activities (sports–leisure) in the direction of crime prevention. The findings also revealed that the level and type of security and social support differed among the branches of Payame Noor University in Kermanshah Province. Finally, it was determined that different forms of social support (financial, emotional, and instrumental support) increased students’ participation in sports and leisure activities for the purpose of crime prevention. Therefore, it is recommended that the government and relevant organizations, including the Ministry of Science, Research and Technology and Payame Noor University, reduce security-related barriers and strengthen various forms of social support, such as reducing student tuition fees and improving free university sports facilities, in order to enhance students’ leisure and sports activities.