Designing and Developing a Professional Development Model for Physical Education Teachers in Secondary Schools in Iraq

Abstract

The objective of this study was to design and validate a professional development model for physical education teachers in secondary schools across Iraq using a mixed-methods approach. This research employed a developmental and descriptive-survey methodology within a mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with 15 educational experts selected through purposive sampling until theoretical saturation was achieved. Content analysis and open-axial coding techniques were used to extract themes. In the quantitative phase, a researcher-made questionnaire based on qualitative findings was distributed to 180 physical education teachers from Iraqi secondary schools, selected using Cochran's formula. Data were analyzed using descriptive statistics, Pearson correlation, exploratory and confirmatory factor analysis, and structural equation modeling (SEM), conducted via AMOS software. The initial model included six latent constructs: teacher characteristics, managerial characteristics, school infrastructure, educational policies, information technology, and ministry training programs. Correlation analysis revealed strong and significant relationships among most variables (p < .001), except for educational policies, which showed no significant covariance with other components (p > .05). The initial covariance model demonstrated poor fit indices (RMSEA = 0.179, CMIN/DF = 5.575), leading to model revision. After excluding the educational policies dimension, the revised model yielded acceptable fit (RMSEA = 0.081, CMIN/DF = 2.507, CFI = 0.938), confirming the structural validity of the five remaining constructs in modeling professional development. The validated model highlights the central role of teacher competencies, leadership, infrastructure, digital integration, and structured training in the professional development of physical education teachers. The results underscore the ineffectiveness of disconnected policy frameworks and reinforce the need for context-responsive, resource-supported, and teacher-centered development strategies in the Iraqi educational context.