K-12 CS Teacher Licensing in the US

Yauney, Jessica

doi:10.1145/3478432.3499202

Cited by 4 publications

(6 citation statements)

References 9 publications

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“…Teacher licensure globally often mandate that teachers must graduate from approved TEIs, successfully complete a period of student teaching, and pass a licensure examination (Goldhaber, 2011;Yauney, 2022). Teacher training programs offered by colleges and universities are the most widely chosen route for individuals aspiring to become teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teacher quality is identified as a primary factor affecting student achievement, with teacher licensure systems globally serving as mechanisms to ensure educators' competence and proficiency (Goldhaber, 2011;Jaekel et al, 2023;Tabroni et al, 2022). These systems typically mandate that teachers graduate from approved TEIs, complete student teaching, and pass licensure examinations (Yauney, 2022). As international institutions and agencies place considerable emphasis on licensure examination passing rates (Silvestri et al, 2013), studies found out that individuals' performance in licensure examinations is closely tied to the educational standards provided by their respective institutions (Nool & Ladia, 2017; Dagdag et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Factors affecting the passing rate of licensure examination for teachers at Sulu State College

Abdulmajid

2024

Jo. Ed. Acad. Set.

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This study was a descriptive-correlational study that analyzed the perceptions on the factors affecting the passing rate of students in Licensure Exams for Teachers (LET) in Sulu State College (SCC). Quota sampling (n=100) was used to sample the participants from different school/college/departments in SCC. The primary participants were faculties from School of Education, School of Arts and Sciences, SSC Senior High School, SSC Laboratory High School, Other SCC departments with License for Public Teachers (LPT). A survey questionnaire was developed to elicit the responses from the faculty and staff with four scales—(i) Student-related factors, (ii) School-related factors, (iii) Home-related factors, and (iv) Teacher-related factors. Findings indicated that for SCC faculty and staff, the student-related factors, school-related factors, home-related factors, and teacher-related factors most likely influenced the student’s outcomes in LET. There were also significant correlations observed between the variables from high (home-teacher factors), moderate (student-school, home-school, teacher-school factors), and low (student-home, teacher-student factors) correlation levels. Recognizing the salience of student-related challenges, such as socio-economic backgrounds, motivation, and study habits, underscores the importance of providing targeted support mechanisms to address these issues. Similarly, focusing on enhancing school-related factors, such as curriculum design, teaching quality, and support services, can contribute to creating conducive learning environments conducive to students' success.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Factors affecting the passing rate of licensure examination for teachers at Sulu State College

Abdulmajid

2024

Jo. Ed. Acad. Set.

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“…Schools all over the world regard licenses as an essential employment entry in the teaching field (Yauney, 2022). In the United States, licensing is the state's obligation.…”

Section: Introductionmentioning

confidence: 99%

“…European countries, on the other hand, regard licenses as the most reliable teaching employment qualification along with a mandatory minimum of 2 years of licensed experience (Algate, 2022). In some parts of Asia, attaining a teaching license is a must after the completion of a bachelor's degree (Adoniou and Gallagher, 2016;Yauney, 2022).…”

Section: Introductionmentioning

confidence: 99%

Performance of beginning teachers in the licensure examination for teachers: a national study

Abao,

Petancio,

Sanchez

et al. 2023

Front. Educ.

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The study explored the performances of teacher education graduates in the licensure examination for teachers (LET). The descriptive-comparative research was conducted through a survey questionnaire administered online to 2,780 beginning teachers across the 16 regions in the Philippines. The findings of this study revealed that the graduates in Elementary Education (BEEd) and Secondary Education (BSEd) had satisfactory LET performances from 2017 to 2019. The comparative analysis found that these LET performances significantly vary in their examination year, degree program, specializations, examination components, locale, and type of higher education institution. Furthermore, the performance of graduates in the LET examination could be attributed to their test-taking time, college preparation, and grade point average. Hence, the graduates’ satisfactory performances and significant impact on college preparation show that teacher education institutions have aligned their offerings to the standards set by the country’s higher education and licensure system. Strengthening curricular enhancement programs, reinforcing constructive alignment, and intensifying retention policy and mentoring practices were recommended.

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“…One method for professionalizing teaching is the adoption of teaching licensure [18]. Teaching licensure ensures adherence to established standards and validates teachers' capacity to improve student learning outcomes [19,20]. It also serves as a safeguard against the inclusion and persistence of unqualified teachers in the profession [21] while providing ongoing learning and growth opportunities for teachers to enhance their pedagogical knowledge and autonomy [19,22].…”

Section: Introductionmentioning

confidence: 99%

Teaching Licensure and Education Quality: Teachers’ Perceptions

2023

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

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K-12 CS Teacher Licensing in the US

Cited by 4 publications

References 9 publications

Factors affecting the passing rate of licensure examination for teachers at Sulu State College

Factors affecting the passing rate of licensure examination for teachers at Sulu State College

Performance of beginning teachers in the licensure examination for teachers: a national study

Teaching Licensure and Education Quality: Teachers’ Perceptions

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