Year: 2025
Type: article
Study design: Observational Study
Abstract: Objectives: This study aimed to identify the perceptions of second-cycle female teachers in the Emirate of Sharjah, United Arab Emirates, regarding the impact of the "specialized educational license" on enhancing teachers' performance. Curriculum: To achieve the study's objectives, the researcher adopted a descriptive analytical approach to explore the relationship between the perceived value of the educational license as an independent factor and teacher professionalism (growth, knowledge, and professional practice). Results: The study demonstrated a positive impact of the perceived value of the specialized license in motivating teachers to obtain the license by adhering to its standards and engaging in professional development programs. Previous studies in developed countries like the UK revealed unexpected results, showing that teachers with both long and short experience possess the same perceived value for the educational license. Aligning with this, the current results showed that obtaining the educational license did not increase teachers' willingness to participate in professional development programs. Furthermore, the study revealed a significant negative impact of fear related to professional license exams. Conclusion: In light of these results and the UAE's 2021 goals, the study highlights the importance of understanding the factors influencing teachers' motivation. The study also provided a set of recommendations.
Author: أسماء عبد الرحمن الزرعوني
Institution: United Arab Emirates University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409542294