A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Teaching Licensure and Education Quality: Teachers’ Perceptions
This study surveyed 1008 teachers from K–12 public schools in Qatar regarding a performance-based teaching licensure that replaced its portfolio-based licensure. The survey, which was validated using an exploratory factor analysis (EFA), consisted of four domains: (1) Clarity of licensure procedures; (2) The perceived educational value of the license; (3) Personal gains from the license; and (4) Teachers’ recommendations for improving the licensure. Findings revealed a complex interplay of views, wherein teachers acknowledged the clarity of the licensure protocols and recognized their potential benefits for education quality. However, there remained a disconnect when it came to perceiving the protocols’ direct impact on the teachers’ own professional growth. These insights serve as valuable resources for policymakers and stakeholders, emphasizing the importance of aligning licensure policies with teachers’ needs and aspirations. Ultimately, the study underscores the significance of continuous dialogue and reflection to shape a more effective and meaningful teaching licensure framework. It contributes to the global discourse surrounding teaching licensure, accentuating the paramount significance of fostering continuous dialogue and introspection in crafting an efficacious and resonant licensure framework.
Teaching Licensure and Education Quality: Teachers’ Perceptions
This study surveyed 1008 teachers from K–12 public schools in Qatar regarding a performance-based teaching licensure that replaced its portfolio-based licensure. The survey, which was validated using an exploratory factor analysis (EFA), consisted of four domains: (1) Clarity of licensure procedures; (2) The perceived educational value of the license; (3) Personal gains from the license; and (4) Teachers’ recommendations for improving the licensure. Findings revealed a complex interplay of views, wherein teachers acknowledged the clarity of the licensure protocols and recognized their potential benefits for education quality. However, there remained a disconnect when it came to perceiving the protocols’ direct impact on the teachers’ own professional growth. These insights serve as valuable resources for policymakers and stakeholders, emphasizing the importance of aligning licensure policies with teachers’ needs and aspirations. Ultimately, the study underscores the significance of continuous dialogue and reflection to shape a more effective and meaningful teaching licensure framework. It contributes to the global discourse surrounding teaching licensure, accentuating the paramount significance of fostering continuous dialogue and introspection in crafting an efficacious and resonant licensure framework.
Teaching Licensure and Education Quality: Teachers’ Perceptions
Norma Ghamrawi (author) / Abdullah Abu-Tineh (author) / Tarek Shal (author)
2023
Article (Journal)
Electronic Resource
Unknown
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