Thematic Analysis of the Professional Learning Model of Secondary School Teachers in Kurdistan Province

Abstract

The present study aimed to conduct a thematic analysis of the professional learning model of secondary school teachers in Kurdistan Province. This research was applied in terms of purpose and was conducted using a qualitative approach. The participants of the study included all lower secondary school teachers in Sanandaj, from whom 38 individuals were selected using a non-random sampling method. Data were collected through in-depth semi-structured interviews. Thematic analysis was used to analyze the data. The results indicated that teachers’ professional learning encompasses three dimensions: input (utilizing parents’ expertise, attracting talented and motivated students, recruiting competent teachers and enabling them to train other teachers, and providing modern educational hardware and software), process (effective teaching, emphasis on deep and meaningful learning, holding training workshops and national seminars, constructive interaction between the central office, executive agents, teachers, parents, and students, active participation of educational groups, and synergy among teachers), and outcome (desirable academic achievement, attaining top rankings in reputable festivals (for students and teachers), active participation in research activities (by teachers), and publication of scientific works (by students and teachers)). These dimensions are influenced by several factors. The final model of the study also referred to contextual factors, causal factors, intervening conditions, strategies, and outcomes.