Assessment and Practice in Educational Sciences 3092-717X 3 Serial Number 9 2025 03 10 Developing a Model of Teachers’ Professional Competencies Based on Digital Leadership Indicators in the Educational System of Iraq Developing a Model of Teachers’ Professional Competencies Based on Digital Leadership Indicators in the Educational System of Iraq 1 19 10.61838/japes.3.1.11 EN Journal Article 2024 12 17 <p>This study aimed to design and validate a comprehensive professional competency model for teachers grounded in digital leadership and transformational leadership indicators within Iraq’s educational system. The research adopted a mixed-methods exploratory sequential design, beginning with a qualitative phase using the Delphi technique and followed by a quantitative phase employing Interpretive Structural Modeling (ISM) and MICMAC analysis. In the qualitative phase, fourteen experts in the fields of educational management, digital learning, and teacher development were selected purposefully for in-depth semi-structured interviews. Data were analyzed through thematic coding to identify key competency dimensions. In the second phase, the Delphi process was conducted in two rounds to confirm the validity of themes based on mean scores and expert agreement coefficients. The approved components were then hierarchically structured using ISM to determine their causal relationships and influence levels, while MICMAC analysis classified variables according to their driving power and dependence. The findings revealed a six-level hierarchical model consisting of fourteen interrelated competencies grouped under digital, transformational, and innovation-driven synergy domains. The most influential competencies—management of modern technologies in the classroom, creating interactive and dynamic learning environments, and ensuring cybersecurity and privacy—were positioned as key drivers. Mid-level competencies included professional development, personalized learning, transparency, and justice perception, acting as mediators between digital and transformational dimensions. Motivation, collaboration, and infrastructure improvement appeared as dependent variables influenced by higher-order factors. MICMAC results confirmed the strong interdependence among competencies and identified digital leadership as the primary enabler of transformational growth in education. The proposed model integrates digital and transformational leadership to enhance teachers’ professional competencies, emphasizing continuous learning, ethical practice, and technological adaptability as foundations for sustainable educational development in Iraq.</p> https://journalapes.com/index.php/apes/article/download/152/143