An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders’ Perceptions, Compared with International and Regional Practices

Abstract

AbstractSaudi Arabia- is moving steadily toward Vision 2030. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the ‘Teacher Licensure Programme’ bar.Purpose- The study aimed to investigate the development and implementation of the 2019 teacher licensure program in Saudi Arabia.Methodology- The study adopted the exploratory sequential mixed method. The paper consisted of three stages. Initially, six policies were reviewed to compare international, regional, and local licensures. Second, the study collected quantitative data from 300 teachers from public schools through an online survey. The last stage collected qualitative data through a school leaders’ questionnaire.Findings- Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, stage three findings confirmed stage two results from the perspective of school leaders and policymakers.Implications- Educators should consider building long-life learners by aligning licensing standards with the exam and desired outcomes, ensuring stakeholders’ involvement, create a continuous PD program.Originality/value- This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of a number of methods for evaluating teachers.