Validation and Prioritization of the Components of the Student Responsibility Model among Iraqi Secondary School Students: A Quantitative Study Using the Delphi Technique

Abstract

The aim of this article is to extract and scientifically reconstruct the quantitative phase of a dissertation in the field of education; a phase focused on validating and prioritizing the components of the student responsibility model among Iraqi secondary schools. The principal research problem concerns identifying which dimensions, components, and indicators within the Iraqi educational context can serve as valid foundations for assessing, strengthening, and policymaking regarding student responsibility. The research employed an applied descriptive-survey design using a three-round Delphi technique. The statistical population in the quantitative phase consisted of approximately 150 experts and specialists in the field of education in Iraq, from whom 20 participants were selected through purposive and judgmental sampling. Data were collected using a researcher-developed questionnaire based on the findings of the exploratory phase, which in its final version encompassed 45 indicators across four dimensions and 12 components. The validity of the instrument was confirmed at a desirable level through content and construct validity indices, while its reliability was supported by a Cronbach’s alpha coefficient of 0.87, Kendall’s coefficient of concordance of 0.78, composite reliability of 0.97, and an average variance extracted of 0.70. The findings demonstrated that out of 132 initial concepts, 45 indicators remained in the final model after three Delphi rounds. The dimension of “Indicators of Responsibility” ranked first with a mean score of 4.76, followed by “Strategies for Strengthening Responsibility” with a mean of 4.73, “Barriers to Responsibility” with a mean of 4.71, and “Factors Influencing Responsibility” with a mean of 4.64. At the component level, “Academic Behaviors” and “Motivational Development” achieved the highest priorities. At the indicator level, “Completing assignments on time,” “Regular and punctual class attendance,” “Observing laboratory safety regulations,” and “Appropriate motivational development” were identified as the most important indicators. Overall, the findings indicate that the final research model provides a multidimensional framework with adequate psychometric properties for assessing and enhancing student responsibility in Iraqi schools and may serve as a basis for curriculum planning, teacher training, improved assessment systems, and school-based interventions.