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 procedures; (2) perceived educational value the license; (3) Personal gains and (4) Teachers’ recommendations for improving Findings revealed complex interplay views, wherein acknowledged clarity protocols recognized their potential benefits education quality. However, there remained disconnect when it came to perceiving protocols’ direct impact on teachers’ own professional growth. These insights serve as valuable resources policymakers stakeholders, emphasizing importance aligning policies with needs aspirations. Ultimately, underscores significance continuous dialogue reflection shape more effective meaningful framework. It contributes global discourse surrounding licensure, accentuating paramount fostering introspection crafting efficacious resonant