Research Summary: The Role of Teachers’ License in the Professional Development of Mathematics Teachers in Majmaah Governorate

The study aimed to identify the role of the teacher's license in professional development from mathematics teachers’ perspective. For the purpose of this descriptive study, 102 math teachers, affiliated to schools in Majmaah Governorate, were recruited. To achieve the goals of this study, a questionnaire of 32 items was designed and consisted of three domains: values and responsibilities, professional knowledge, and professional practice. The findings showed that there is a significant role for the teacher's license in the professional development of mathematics teachers in all domains. In addition, there is a significant correlation (α≥05.0) between the role of the teacher's license in the professional development of mathematics teachers and their length of experience, whereas, there are no statistically significant differences related to level of education variable. Accordingly, two recommendations were observed: (1) the importance of holding training programs and workshops for mathematics teachers and these programs should be based on the standards adopted in the teacher license system, and (2) increasing inexperienced teachers job awareness for of the importance and role of the teacher license in vocational growth.