Presenting a Teaching Model for Ancient History Based on the Lived Experiences of Secondary School Teachers in Baghdad

Abstract

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.