تأثير الرخصة التربوية التخصصية في تطوير كفاءة المعلمين
(دراسة تحليلية من منظور معلمات الحلقة الثانية في امارة الشارقة)
الكلمات المفتاحية:
الرخصة التعليمية التخصصية، جودة التعليم، قدرة المعلم، تطوير المهارات
الملخص
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.
المراجع
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12. Alharbi, S., & Almanaa, M. (2015). A suggestion policy for teachers' licenses for teachers in public schools In Saudi Arabia according to international experience (in Arabic). Arab Studies in Education and Psychology, 61(2), 193- 237.
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15. Charmaz, K., & Keller, R. (2016, January). A personal journey with grounded theory methodoloKathy Charmaz in conversation with Reiner Keller. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research ,17(1).
16. Cheng, L., Spaling, M., & Song, X. (2013). Barriers and facilitators to professional licensure and certification testing in Canada: Perspectives of internationally educated professionals. Journal of international migration and integration, 14, 733-750.
17. Cherkasov, A., Bratanovskii, S. N., Koroleva, L. A., & Zimovets, L. G. (2019). Development of the School Education System in the Province of Vologda (1725-1917). Part 2. European Journal of Contemporary Education, 8(2), 418-424.
18. Dada, R. (2018). Teacher preparation for a knowledge economy: A paradigm shift in UAE education. In Leading Change in Teacher Education (pp. 88-103). Routledge.
19. Davies, P. (2018). Paying for Education: Debating the Price of Progress (1st ed.). Routledge. https://doi.org/10.4324/9781315658728
20. Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56(1), 3-12.
21. Goldhaber, D., Gratz, T., & Theobald, R. (2017). What's in a teacher test? Assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking. Economics of Education Review, 61, 112-129.
22. Guryan, J., Christenson, S., Cureton, A., Lai, I., Ludwig, J., Schwarz, C., ... & Turner, M. C. (2021). The effect of mentoring on school attendance and academic outcomes: A randomized evaluation of the Check & Connect Program. Journal of Policy Analysis and Management, 40(3), 841-882
23. Hargreaves, A. P., & Shirley, D. L. (Eds.). (2009). The fourth way: The inspiring future for educational change. Corwin Press.
24. Howell, P. B., Faulkner, S. A., Cook, C. M., Miller, N. C., & Thompson, N. L. (2016). Specialized preparation for middle level teachers: A national review of teacher preparation programs. RMLE Online, 39(1), 1-12.
25. Ismail, M., Afifi, O., & Abuzaid, E., (2016). A Proposed Program for The Professional Development of Science Teachers in Egypt in Light of Contemporary Global Trends for The Development of Teaching Performance (in Arabic). Educational Sciences, 24(3), 70- 121.
26. Lari, A. (2012). American Journal of Educational Studies (AJES). American Journal of Educational Studies, 5(1).
27. Mahmoud, M. (2022). For those wishing to work in the Emirates. These are the conditions for obtaining a “teacher” license (in Arabic). Alaqaria. Retrieved from: https://shorturl.at/nnfTb.
28. Ministry of Education. (2018). General Framework for Education Policies (in Arabic). Retrieved from https://shorturl.at/eoPS9.
29. Pennington, R., 2017. UAE Teachers Help Set the ABCs for National Licensing System. Retrieved from. https://www.thenational.ae/uae/uae-teachers-help-set-the-abcs-fo r-national-licensing-system-1.15707.
30. Roser, A., Delaney, A. F., & Robertson, S. (2016). The effect of teacher licensure on teacher attrition and student outcomes. Educational Researcher, 106(4), 715-731.
31. Salah, H. (2023). A comparative study of professional development programs for primary school teachers in Finland and Malaysia and the possibility of benefiting from them (in Arabic). Educational Journal of Adult Education, 5(4), 31-60.
32. Shareer, R., & Almasri, M. (2017). Suggested proposition for developing the licensing process for practicing the profession of education in Palestine in the light of some contemporary regional and international experiences (in Arabic). Al-Aqsa University Journal: Humanities Series. 21(1), 321- 359.
33. Shuls, J. V., & Trivitt, J. R. (2015). Teacher Effectiveness: An Analysis of Licensure Screens. Educational Policy, 29(4), 645-675. https://doi.org/10.1177/0895904813510777.
34. Sockett, H. (1993). The moral base for teacher professionalism. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
35. Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in south Sulawesi, Indonesia. Journal of curriculum and teaching, 3(2), 25-42.
36. Toktamysov, S., Berestova, A., Israfilov, N., Truntsevsky, Y., & Korzhuev, А. (2021). Empowerment or limitation of the teachers’ rights and abilities in the prevailing digital environment. International Journal of Emerging Technologies in Learning (IJET), 16(2), 205-219.
37. Warner, R. S., & Burton, G. J. S. (2017). The current state of education in the UAE. Mohammed Bin Rashid School of Government, 12(7), 18.
2. الحربي، سلط والمنيع، منيع. (. (2015تصور مقترح لنظام رخصة التعليم لمعلمي التعليم العام في المملكة العربية السعودية في ضوء الخبرات العالمية. دراسات عربية في التربية وعلم النفس،61(2)، 193- 237.
3. شرير، رنده والمصري، مروان. (2017) تصور مقترح لتطوير عملية الترخيص لمزاولة مهنة التعلم بفلسطين في ضوء بعض التجارب ر العالمية المعاصرة. مجلة جامعة الأقصى) سلسلة العلوم الإنسانية، 21(1)، 321- 359.
4. صلاح، هدير. (2023). دراسة مقارنة لبرامج التنمية المهنية لمعلمي التعليم الأساسي في فنلندا وماليزيا وإمكانية الإفادة منها. المجلة التربوية لتعليم الكبار، 5(4)، 31-60.
5. عابد، أحمد. (2018) . رخصة إلزامية لمزاولة التعليم في الدولة بحلول 2021. الإمارات اليوم. مسترجع من https://shorturl.at/mzAX7
6. عبد العزيز، هاشم.(2020). الترخيص لمزاولة مهنة التعليم: اتجاهاته ،معاييره, متطلباته، وأساليب تنفيذه. مجلة ابداعات تربوية، 14، 9-31.
7. محمود، محمد. (2022). لراغبي العمل في الإمارات.. هذه شروط الحصول على رخصة "معلم". العقارية. مسترجع من: https://shorturl.at/nnfTb
8. وزارة التربية و التعليم.( 2018). الإطار العام لسياسات التعليم. مسترجع من https://shorturl.at/eoPS9
9. Abdallah, A. K., & Musah, M. B. (2021). Effects of teacher licensing on educators’ professionalism: UAE case in local perception. Heliyon, 7(11).
10. Abdulaziz, H. (2020). Licensing to practice the teaching profession: its trends, standards, requirements, and methods of implementation (in Arabic). Journal of Educational Creativity, 14, 9-31.
11. Abed, A. (2018). Mandatory license to practice teaching in the country by 2021 (in Arabic). Emirates Today. Retrieved from https://shorturl.at/mzAX7.
12. Alharbi, S., & Almanaa, M. (2015). A suggestion policy for teachers' licenses for teachers in public schools In Saudi Arabia according to international experience (in Arabic). Arab Studies in Education and Psychology, 61(2), 193- 237.
13. Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools (No. w14021). National Bureau of Economic Research.
14. Brock, A., & Ryan, T. (2016). Exploring the gap between teacher certification and permanent employment in Ontario: An integrative literature review. Canadian Journal of Educational Administration and Policy, (175).
15. Charmaz, K., & Keller, R. (2016, January). A personal journey with grounded theory methodoloKathy Charmaz in conversation with Reiner Keller. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research ,17(1).
16. Cheng, L., Spaling, M., & Song, X. (2013). Barriers and facilitators to professional licensure and certification testing in Canada: Perspectives of internationally educated professionals. Journal of international migration and integration, 14, 733-750.
17. Cherkasov, A., Bratanovskii, S. N., Koroleva, L. A., & Zimovets, L. G. (2019). Development of the School Education System in the Province of Vologda (1725-1917). Part 2. European Journal of Contemporary Education, 8(2), 418-424.
18. Dada, R. (2018). Teacher preparation for a knowledge economy: A paradigm shift in UAE education. In Leading Change in Teacher Education (pp. 88-103). Routledge.
19. Davies, P. (2018). Paying for Education: Debating the Price of Progress (1st ed.). Routledge. https://doi.org/10.4324/9781315658728
20. Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56(1), 3-12.
21. Goldhaber, D., Gratz, T., & Theobald, R. (2017). What's in a teacher test? Assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking. Economics of Education Review, 61, 112-129.
22. Guryan, J., Christenson, S., Cureton, A., Lai, I., Ludwig, J., Schwarz, C., ... & Turner, M. C. (2021). The effect of mentoring on school attendance and academic outcomes: A randomized evaluation of the Check & Connect Program. Journal of Policy Analysis and Management, 40(3), 841-882
23. Hargreaves, A. P., & Shirley, D. L. (Eds.). (2009). The fourth way: The inspiring future for educational change. Corwin Press.
24. Howell, P. B., Faulkner, S. A., Cook, C. M., Miller, N. C., & Thompson, N. L. (2016). Specialized preparation for middle level teachers: A national review of teacher preparation programs. RMLE Online, 39(1), 1-12.
25. Ismail, M., Afifi, O., & Abuzaid, E., (2016). A Proposed Program for The Professional Development of Science Teachers in Egypt in Light of Contemporary Global Trends for The Development of Teaching Performance (in Arabic). Educational Sciences, 24(3), 70- 121.
26. Lari, A. (2012). American Journal of Educational Studies (AJES). American Journal of Educational Studies, 5(1).
27. Mahmoud, M. (2022). For those wishing to work in the Emirates. These are the conditions for obtaining a “teacher” license (in Arabic). Alaqaria. Retrieved from: https://shorturl.at/nnfTb.
28. Ministry of Education. (2018). General Framework for Education Policies (in Arabic). Retrieved from https://shorturl.at/eoPS9.
29. Pennington, R., 2017. UAE Teachers Help Set the ABCs for National Licensing System. Retrieved from. https://www.thenational.ae/uae/uae-teachers-help-set-the-abcs-fo r-national-licensing-system-1.15707.
30. Roser, A., Delaney, A. F., & Robertson, S. (2016). The effect of teacher licensure on teacher attrition and student outcomes. Educational Researcher, 106(4), 715-731.
31. Salah, H. (2023). A comparative study of professional development programs for primary school teachers in Finland and Malaysia and the possibility of benefiting from them (in Arabic). Educational Journal of Adult Education, 5(4), 31-60.
32. Shareer, R., & Almasri, M. (2017). Suggested proposition for developing the licensing process for practicing the profession of education in Palestine in the light of some contemporary regional and international experiences (in Arabic). Al-Aqsa University Journal: Humanities Series. 21(1), 321- 359.
33. Shuls, J. V., & Trivitt, J. R. (2015). Teacher Effectiveness: An Analysis of Licensure Screens. Educational Policy, 29(4), 645-675. https://doi.org/10.1177/0895904813510777.
34. Sockett, H. (1993). The moral base for teacher professionalism. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
35. Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in south Sulawesi, Indonesia. Journal of curriculum and teaching, 3(2), 25-42.
36. Toktamysov, S., Berestova, A., Israfilov, N., Truntsevsky, Y., & Korzhuev, А. (2021). Empowerment or limitation of the teachers’ rights and abilities in the prevailing digital environment. International Journal of Emerging Technologies in Learning (IJET), 16(2), 205-219.
37. Warner, R. S., & Burton, G. J. S. (2017). The current state of education in the UAE. Mohammed Bin Rashid School of Government, 12(7), 18.
منشور
2025-04-17
كيفية الاقتباس
أسماء عبد الرحمن الزرعوني. (2025). تأثير الرخصة التربوية التخصصية في تطوير كفاءة المعلمين: (دراسة تحليلية من منظور معلمات الحلقة الثانية في امارة الشارقة). Journal of Educational and Human Sciences, (44), 34-51. https://doi.org/10.33193/JEAHS.44.2025.621
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 أسماء عبد الرحمن الزرعوني
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