Institutional Mechanisms Affecting the Professional Status of Arabic Language Teachers in Iraq: A Quantitative Study Using Structural Equation Modeling
Keywords:
teachers, occupational position, organizational support, career advancement, school governance, secondary educationAbstract
Institutional transformations in contemporary educational systems have increasingly caused teachers’ working conditions to be influenced by managerial structures and organizational policies. In this regard, the quality of supportive mechanisms in schools plays an important role in shaping teachers’ occupational position and professional functioning. The present study adopts an explanatory approach to examine the institutional patterns affecting the occupational position of Arabic language teachers in Iraq. Methodologically, this study is quantitative and was conducted using a causal-correlational design. The research population included Arabic language teachers working in public secondary schools in Iraq, from whom a sample was selected through multistage random sampling. Data were collected using a questionnaire and analyzed through structural equation modeling. The results indicated that the quality of organizational support, access to career advancement pathways, and the extent of teachers’ involvement in school-level decision-making processes had significant effects on their occupational position. In addition, the findings showed that organizational participation plays a mediating role in the effect of supportive policies on teachers’ occupational position. The results of this study can provide a basis for redesigning human resource management policies and improving educational governance mechanisms in the Iraqi educational system.
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Copyright (c) 2025 Mezen Khudhur Abbas Al-Fayyadh (Author); Fatemeh Ziglari; Abed Gatea Samoom Jaranji , Jahanbakhsh Rahmani (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
