Validation of the Professional Competency Model of Chemistry Teachers: A Study from Diwaniyah City, Iraq

Abstract

Purpose: Given the critical role of teachers’ professional competencies in advancing educational systems, the present study aimed to examine and validate a professional competency model for chemistry teachers that had previously been developed through empirical research in Iran, within the educational context of Iraq. Specifically, this study sought to address the debatable question of whether the professional competency model of chemistry teachers developed in Iran—considering the cultural similarities between Iran and Iraq—can be effectively applied and validated among chemistry teachers in Iraq. Method: This research adopted a quantitative approach using a descriptive–validation design, employing exploratory and confirmatory factor analyses. The research population consisted of 1,020 upper secondary school chemistry teachers in Diwaniyah City, Iraq (588 female and 432 male teachers). The sample size was determined using Cochran’s formula, yielding 279 participants. A proportional stratified random sampling method was used to select the sample. Data were collected using a researcher-developed Chemistry Teachers’ Professional Competency Questionnaire consisting of 59 items, rated on a five-point Likert scale ranging from 1 (very low) to 5 (very high). Findings: The main findings were obtained through exploratory factor analysis. To achieve a simpler factor structure, Varimax rotation was applied. Examination of communalities revealed that 20 items had low communalities (below 0.30) or substantial overlap with other factors; therefore, these items were removed from the questionnaire. After item elimination, three factors with eigenvalues greater than one were extracted, collectively explaining 23.06% of the total variance. The first factor, labeled Knowledge and Skills, with an eigenvalue of 3.59, accounted for 7.99% of the total variance. The second factor, titled Attitudes, Personal Traits, and Behavioral Characteristics, with an eigenvalue of 3.39, explained 7.53% of the variance. The third factor, named Instructional Tools, Equipment, and Educational Facilities, with an eigenvalue of 3.38, accounted for 7.53% of the total variance. Subsequently, confirmatory factor analysis was conducted to validate the extracted factors. The results indicated that, after model modification, the structural model of teachers’ professional competencies demonstrated a good fit. The comparative fit index (CFI) was 0.99 and the incremental fit index (IFI) was 0.95, both indicating acceptable model fit. Additionally, the parsimonious fit indices showed an RMSEA value of 0.05 and a CMIN/DF value of 1.77. Based on Brown and Klein’s criteria, the model exhibited an excellent fit. Conclusion: The findings of the present study demonstrated that the professional competency model for chemistry teachers previously developed by Oli et al. in Iran was successfully validated within the Iraqi educational context through exploratory and confirmatory factor analyses. This indicates that the model possesses adequate validity and can be considered an appropriate framework for assessing and developing the professional competencies of chemistry teachers in Iraq.