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Arab World English Journal (AWEJ) Volume 16. Number 2, June 2025 Pp.342-357
Department of English Language
Faculty of Languages and Translation,
University of Jeddah, Jeddah, Saudi Arabia
This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom strategies and educators’ enthusiasm toward teaching. The central research questions explore how licensing impacts teaching performance and motivation, and what implications this has for job satisfaction among English language teachers. An explanatory sequential mixed-methods design was employed. In the first phase, quantitative data were collected through a structured questionnaire administered to 1,084 English language teachers across Saudi Arabia. In the second phase, in-depth interviews with ten teachers were conducted to enrich and explain the survey findings. Results revealed a generally negative perception of professional licensing, with most teachers reporting minimal impact on their teaching practices and motivation. Only teachers aged 41–50 showed a statistically significant positive response. Financial penalties linked to licensing were found to reduce intrinsic motivation. The study highlights a misalignment between the intended purpose of licensing and teachers’ perceptions of its value. It recommends decoupling licensing from salary-related consequences, enhancing communication about its benefits, offering targeted professional development, and providing more frequent and flexible assessments. These steps may foster a more positive attitude toward licensing and improve its effectiveness in supporting educational quality.
Al Mahmud, F. (2025). The Effect of Professional Licensing on English Language Teaching Practices and Teacher Motivation in Saudi Arabia. Arab World English Journal,
16(2): 342-357
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Dr. Fawaz S. Al Mahmud is an Associate Professor of Applied Linguistics and TEFL at the University of Jeddah, where he also serves as Vice Dean for Research and Innovation and Vice Dean for Academic Affairs and Development. He earned his PhD from Memorial University, Canada, in 2017. His research focuses on English language teaching and the integration of artificial intelligence in education. He has published widely in reputable journals. ORCID: https://orcid.org/0000-0002-1029-1556