OICC Press Journal of Education Experiences 3060-6535 9 2 2026 07 09 Dimensions and Components of Effective School Levels in Designing a Model for Developing Professional Creativity Among Secondary School Mathematics Teachers in Iraq 10.57647/ EN Mohammed Fareed Radhi Al-Hakeem Department of Educational Management, Isf.C. Islamic Azad University, Isfahan, Iran Mohamad Behroozi Department of Educational Management, Bu.C. Islamic Azad University, Bushehr, Iran Khudhair Abbas jerri AL-Saedi Professor, Faculty of Basic Education, Department of History, Al-Mustansiriyah University, Iraq Badri Shah Talebi Department of Educational Management, Isf.C. Islamic Azad University, Isfahan, Iran Journal Article 2026 07 09 This study was conducted with the aim of Investigating the dimensions and components of effective school levels in designing and explaining the educational model for developing professional creativity of Iraqi secondary school mathematics teacher’s. The research method is applied in terms of purpose and mixed in terms of data type. In the qualitative part, the content analysis strategy was used, and in the quantitative part, the survey method was used. The participants in the qualitative part included higher education experts and related specialists in the Iraqi Education Organization. The sample size of this part consisted of 15 people, who were determined according to the principle of theoretical saturation and were selected purposefully. The statistical population in the quantitative part included all mathematics teachers in secondary schools, of whom 246 people were determined as samples based on the modified Cochran formula and selected using cluster random sampling. The research tool in the qualitative part included semi-structured interviews and in the quantitative part included a researcher-made questionnaire. The results showed that at the end of the open coding process, according to the extracted codes to present a model for developing professional creativity of mathematics teachers in secondary schools in Iraq, 2 main dimensions of factors related to school level and factors related to teacher level and 13 components including professional development programs, collaborative learning communities, provision and access to resources, policy and institutional support, support networks, leadership and institutional role of school administrators, teachers' cognitive skills, creative teaching strategies, ethical teaching methods, teachers' intrinsic motivations, teachers' personality traits, teachers' technological skills, and educational evaluation were deduced. Finally, the results of the model fit study showed that the model has sufficient validity