There is neither a universally recognized teacher licensure system, nor consensus on the criteria for assessing how teacher licensing programs affect the quality of teachers. This is the study to assess the licensing program impact on the professional qualities of UAE teachers. The perception survey was piloted with a group of teachers from random UAE schools. A survey method with valid tests and descriptive statistics were used to determine the self-evaluation of teachers in a wide range of competencies related to licensing. Teacher self-evaluate themselves during the test accentuates strong social competence, while professional qualities and professional growth received significantly lower scores. A strong direct correlation was found between test size and participants' experience. There was no correlation between the quality of the assessment and gender or age factors. The results of the study are aimed at helping government and academic policymakers to obtain feedback from teachers on educational reforms. Both the results of the study and the methods of its implementation can be expanded beyond the UAU due to the typological similarity of problems of licensing of teachers in different countries. The originality and novelty of the research is presented by the analysis of the subjective assessment of their results by teachers who passed licensing for the first time in the conditions of UAE, where the licensing system is in the process of formation. The findings of the study demonstrate the points of further development of the newly created teacher licensing system.

This study investigated the validity of quality culture (QC) and excellent work culture (EWC) constructs, and their effects on academic staff performance (ASP) mediated by EWC in selected West Malaysian higher education institutions (HEIs). The study included 1,068 faculty members from eight HEIs. The findings showed that QC construct is represented by nine separate elements, whereas two factors index both ASP and EWC. Moreover, the findings established evidence of construct reliability and validity in relation to the elements comprised the three constructs. The findings indicated that quality culture and excellent work culture have direct impact on ASP. The findings also showed that excellent work culture exhibits indirect causal effect on academic staff performance. This empirical study analyzed the mediating effect of EWC on ASP, which has not been extensively examined in the context of Malaysian HEIs.

Purpose: The purpose of this study is to examine the relationship between the quality culture and workforce performance in the Malaysian higher education sector. The study also aims to test and validate the psychometric properties of the quality culture and workforce performance instruments used in the study.Design/methodology/approach: A total of 267 academic staff from the International Islamic University Malaysia completed the survey questionnaires. A principal component analysis (PCA) technique was performed to extract the underlying factors, followed by the application of confirmatory factor analysis (CFA) to test factorial validity of the constructs.Findings: The analysis yielded a nine‐factor‐indexed quality culture construct, while the workforce construct constituted two factors. The findings of the study postulate statistically significant correlation between quality culture and workforce performance.Practical implications: The findings of the study suggest that a quality culture initiative can be used effectively in the context of the Malaysian higher education sector to enhance academic staff performance.Originality/value: The results are important since there have been few published studies on quality culture that examine its effects on academic staff performance in the Malaysian higher education sector.

The concept of principal licensing has been established in the education sector as a process of reforming school activities and student performance. The main purpose behind licensing is to ensure that school leaders are qualified and possess necessary skills for leading and managing the school activities and exercises. This research is carried out to define the importance of principal licensing in schools and education institutions. Licensing does not only improve teaching quality, but it prominently changes the school environment wherein learning culture is more promoted for schools. In this respect, the study defines how licensing makes the principals accountable towards school improvement activities and environment. Licensing in this research is discussed as a policy framework that comprises school leadership development that defines as well as distinguishes entry-level skills and expertise for principals. In addition to this, the research is supported with discussion about licensing process in the context of UAE and other countries. Request access from your librarian to read this chapter's full text.

Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.