Abstract

This study investigates the association between a licensing policy on teacher quality and school ratings in Dubai's private schools. The research focuses on the association between the policy and improvements in teacher quality. Specifically, this study explores changes in school ratings from 2011 to 2017, and examines significant one-year changes in teaching practices within schools participating in the pilot phase of the policy. Using a mixed-methods approach, the data revealed no significant differences in teaching quality or school ratings. The findings suggest that the policy's impact is not yet evident, requiring more time for measurable effects. Recommendations highlight the beneficial collaboration between schools and teacher certification programs to prepare educators with the skills and knowledge to enhance teacher quality and alignment with the standards.

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