Validation of the Model of Lived Teaching Experiences of Arabic Language and Literature Professors in Iraqi Universities

Abstract

This study aimed to validate a model comprising components and indicators derived from the lived teaching experiences of Arabic language and literature professors at Iraqi universities. This applied study employed a quantitative survey design to validate a model previously developed through an exploratory qualitative study. The statistical population consisted of 550 professors and faculty members of Arabic language and literature at Iraqi universities, of whom 225 were selected through non-probability convenience sampling. Data were collected using a researcher-developed 51-item questionnaire encompassing eight major categories. Face and content validity were evaluated through expert review and the content validity ratio, while internal consistency was assessed using Cronbach’s alpha. Construct validity and model fit were examined through confirmatory factor analysis using AMOS 23. Model adequacy was assessed using the chi-square-to-degrees-of-freedom ratio (χ²/df), Incremental Fit Index (IFI), Normed Fit Index (NFI), Tucker–Lewis Index (TLI), Comparative Fit Index (CFI), and Root Mean Square Error of Approximation (RMSEA). Confirmatory factor analysis demonstrated an acceptable fit for the overall model (χ²/df=1.221, IFI=0.952, NFI=0.935, TLI=0.928, CFI=0.967, and RMSEA=0.083). All eight major categories had standardized factor loadings above 0.30 and were statistically significant at p=0.001. Curriculum and content challenges had the strongest contribution to the overall construct (factor loading=0.95). Motivational and cognitive challenges, creative and alternative teaching methods, and educational-environment limitations each showed a factor loading of 0.84. Furthermore, all 51 questionnaire items demonstrated significant acceptable factor loadings, and no item was removed during confirmatory factor analysis. The findings support the construct validity of the proposed model and indicate that improving Arabic language and literature teaching in Iraqi universities requires simultaneous attention to curriculum content, student motivation, innovative teaching methods, meaningful assessment, educational conditions, professors’ extra-instructional roles, classroom heterogeneity, and the inherent complexity of Arabic language learning and instruction.