التحديات التي تواجه المعلمين نحو اختبار الرخصة المهنية : دراسة مختلطة
The study aimed to identify the challenges faced by teachers regarding the professional license exam and to assess how these challenges are influenced by factors such as gender, academic qualification, and educational stage. A mixed methods approach with a sequential exploratory design was employed, consisting of two phases for data collection. The first phase included qualitative interviews with eight teachers, while the second phase involved administering a questionnaire to 212 teachers. The results indicated that the statement "the lack of cooperation from proctors in providing necessary support during the exam" received the highest score related to organizational challenges of the exam. Additionally, the statement "the presence of questions that allow for more than one correct answer in the exam" was the highest rated regarding challenges related to the exam’s nature. Furthermore, the statement "the exam poses a threat to the teacher's job security" scored highest concerning teachers' attitudes toward the exam. The study found no statistically significant differences at the level of (0.05=∞) related to these challenges based on gender or academic qualifications. There were also no significant differences concerning educational stage in relation to organizational challenges or teachers' attitudes toward the exam. However, a statistically significant difference was noted concerning challenges related to the nature of the exam in favor of primary school teachers. The researcher recommended training proctors on professional license exams to improve their effectiveness and highlighted the importance of raising awareness regarding teachers' licenses in professional development to cultivate positive attitudes toward them. (Published abstract)