Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 03 01 Model of Teacher Professionalization in Iraq Model of Teacher Professionalization in Iraq 1 16 10.61838/kman.ijes.1422 EN Journal Article 2024 10 30 <p><strong>Purpose: </strong>This study aimed to identify the dimensions and components of teacher professionalization in Iraq using a qualitative grounded theory approach.</p> <p><strong>Methods and Materials: </strong>This qualitative research employed the classical grounded theory method to construct a localized model of teacher professionalization. The study population consisted of educational science experts across Iraq in 2024. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved with 21 participants. Data were gathered through in-depth, unstructured interviews, each lasting approximately 45 minutes. Expert validation ensured the confirmability of the findings. The data were analyzed through open, selective, and theoretical coding to derive the conceptual structure of professionalization.</p> <p><strong>Findings: </strong>Through systematic coding and continuous comparative analysis, eleven core dimensions of teacher professionalization were identified: (1) talent identification and empowerment for curriculum implementation, (2) creative strategy training, (3) content-related technical knowledge, (4) in-service knowledge, (5) improving teaching attitudes, (6) lesson study, (7) preparation for the three educational objectives (cognitive, affective, psychomotor), (8) entry-level knowledge assessment, (9) artificial intelligence technology training, (10) analysis of educational tools and innovations, and (11) multicultural education analysis. These dimensions collectively form an interconnected framework that integrates cognitive, attitudinal, technological, and cultural competencies essential for modern teaching in Iraq. The model demonstrated strong conceptual coherence and applicability within Iraq’s socio-educational context, offering a multi-dimensional approach to teacher development that extends beyond traditional in-service training.</p> <p><strong>Conclusion: </strong>The proposed grounded model provides a culturally relevant and empirically validated framework for advancing teacher professionalization in Iraq. By emphasizing creativity, technological literacy, intercultural awareness, and reflective practice, the model bridges existing gaps in teacher development policies and practices. It offers policymakers and educators a practical roadmap for enhancing instructional quality and building a resilient, adaptive teaching workforce aligned with the transformative needs of Iraq’s education system.</p> https://www.qijes.com/index.php/ijes/article/download/1422/1428