Empirical Validation of the Strategic Model for Art Education in Iraqi Secondary Schools: A Confirmatory Factor Analysis Approach
Keywords:
Art Education, Model Validation, Confirmatory Factor Analysis, Lived Experiences, Secondary Schools, IraqAbstract
Purpose: The aim of the present study is to empirically validate a strategic model for art education in Iraqi secondary schools, based on the lived experiences of art teachers and employing a confirmatory factor analysis (CFA) approach.
Methods and Materials: This research follows a prior qualitative study designed using a phenomenological approach, in which the challenges of art education were identified at three levels: content-curricular, infrastructural-technological, and human resources. In the current phase, utilizing data collected from 132 high school art teachers in Wasit Province, Iraq, the validity and reliability of the constructs and dimensions of the proposed model were assessed.
Findings: The analysis revealed that the model demonstrated satisfactory statistical fit, high reliability, and acceptable convergent and discriminant validity. The most influential components in the final model included “infrastructural and equipment-related solutions,” “revisions to the art curriculum,” and “strengthening team collaboration.” Emphasizing the integration of local cultural elements, professional development for teachers, and the use of modern technologies, the model offers a localized, data-driven framework for enhancing the quality of art education within the Iraqi educational system.
Conclusion: The findings can serve as a scientific basis for educational policymaking in developing countries.
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Copyright (c) 2025 Suad Abbas Neamah Al-Tameemi (Author); Leila Hosseini Tabaghedehi; Falah Kadhim Hussein Al-Juaifari, Zohreh Agha Kasiri (Author)
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