Analyzing the Main Category and Subcategories of School Effectiveness in Iraq

Abstract

Purpose: This study was conducted to analyze the main category and subcategories of school effectiveness in Iraq. Methods and Materials: A qualitative approach based on grounded theory was employed, with data collected through semi-structured interviews with 10 experts in the field of education. Data analysis was performed using open, axial, and selective coding. Considering the exploratory nature of the topic and the need for a deep understanding of the phenomenon under investigation, a grounded theory-based qualitative approach was utilized. The statistical population consisted of key experts in the field of school education in Iraq. Participants were selected using purposive sampling. Ten experts, including educational administrators, policymakers, university professors, and prominent researchers, were chosen. The final number of participants was determined based on the principle of theoretical saturation. Semi-structured interviews were employed for data collection. The interview protocol included open-ended questions designed based on a literature review and consultations with specialists. Findings: As a result of data analysis, a framework was developed, comprising causal conditions, the core phenomenon, strategies, intervening conditions, and outcomes. Conclusion: This paradigm serves as a framework for designing and improving effective schools in Iraq. The research method, by integrating the systematic and flexible approach of grounded theory, enabled a deep understanding of the phenomenon of effective schools in the specific context of Iraq and led to the presentation of a localized and practical model.