Designing a Paradigmatic Model for Effective Schools in the Third Millennium in Iraq: Based on Grounded Theory

Abstract

This study aims to design a paradigmatic model for effective schools in the third millennium in Iraq. A qualitative approach based on grounded theory was used, with data collected through semi-structured interviews with 10 education experts. Data analysis was conducted using open, axial, and selective coding. The research results led to a paradigmatic model comprising five main components: Causal conditions include teachers, administrators, curriculum content, and equipment and technologies. Contextual conditions cover laws, human resource empowerment, curriculum, communication, organizational culture, health and safety, and budget. Intervening conditions encompass political, welfare, and livelihood factors, parental involvement, and social vulnerabilities. Strategies involve strengthening the teaching-learning system, revising regulations, school accreditation, promoting a research culture, implementing extracurricular activities, community and industry engagement, parental involvement, digitalization, and preventing social vulnerabilities. Outcomes include professional development of teachers and administrators, dynamic and flexible schools, improved learning quality, empowered and creative students, and a developed society. This model can serve as a framework for designing and improving effective schools in the third millennium in Iraq.