Modeling the Evaluation of Teachers’ Educational Efficiency Based on Quality Management Standards Using the Interpretive Structural Modeling (ISM) Approach

Educational evaluations are conducted to promote professional development and improve teaching quality, with the aim of aligning teachers with educational standards. The present study aims to model the evaluation of teachers’ educational efficiency based on quality management standards using the Interpretive Structural Modeling (ISM) approach. This research is applied in terms of its objective and follows a mixed-methods design (qualitative-quantitative) in terms of data collection. The study was conducted in two phases: content analysis and interpretive structural modeling. The statistical population consisted of all academic experts and faculty members in the field of education in Karbala Province, Iraq, who met three criteria: (1) academic expertise in educational efficiency, (2) university faculty membership, and (3) a record of publications (articles or books) in the field of educational efficiency and evaluation. In the qualitative phase, the data collection instrument was a semi-structured interview. In the ISM phase, the main data collection tool was a researcher-made questionnaire. The qualitative results identified eight factors contributing to the evaluation of teachers’ educational efficiency: customer focus, total employee commitment, integrated system, process-oriented approach, continuous improvement, fact-based decision-making, effective communication, and strategic thinking–leadership. According to the ISM results, the variables of fact-based decision-making and effective communication exhibited the highest dependency. In contrast, the variables of integrated system, process-oriented approach, and strategic thinking–leadership demonstrated the lowest dependency but the highest influence.