Exploring the Perceptions of Secondary School Teachers on Teaching Licenses in Sindh: A Qualitative Study

Abstract

The teaching license plays an imperative role in the professional development of teachers. Teaching licenses are vital in upholding the quality of education by ensuring that teachers meet established standards of competence and professionalism. It aims to assess teachers' knowledge, skills, and abilities required for effective teaching. Several researchers have concluded that teaching with a license is the only way to enhance teaching quality. those developed nationscated that developed nations, having quality education and robust educational systems, have strict criteria for teaching licenses before entering the teaching profession. The objective of this study was to explore the perception of secondary school teachers at public schools in Karachi on the first time the teaching license policy in Sindh was introduced. This research used a qualitative approach, and the data was collected from teachers through semi-structured interviews. The research design was phenomenology. The study used purposive sampling, and the sample size was based on 15 secondary school teachers from three public schools in Karachi. The data gathered through the interviews was thematically analyzed. The themes represent positive perceptions of teachers on teaching licenses. This research showed that teachers perceived teaching licenses as a positive initiative to empower teachers and the teaching profession, which are expected to improve teachers' competencies, skills, and practices in the classroom that will ultimately contribute to quality education and achieving student learning outcomes.