Teachers’ perceptions of formal licensing and its potential influence on professional competence in the Khomas region, Namibia

Abstract

This study investigated the teachers’ perceptions of formal licensing and its potential influence on professional competence among primary and secondary school teachers in the Khomas region, Namibia. The study comprised a population of 4 135 teachers from 139 schools within the region. A cluster sampling method was used to select a sample of 60 teachers. A semi-structured questionnaire was administered to the sampled teachers to gather both quantitative and qualitative data, allowing for a comprehensive analysis of the influence of teacher licensing on professional competence in the Khomas region. This study’s findings revealed that formal teacher licensing significantly contributed to the professional competence and effectiveness of teachers. The study highlighted the limitations of relying solely on an academic degree as a qualification for teaching, advocating for the inclusion of structured licensing process to ensure that educators were thoroughly prepared before entering the classroom. The study suggests that implementing a standardized licensing process, including extended training and mentorship, might enhance teacher preparedness and effectiveness in Namibia. Such initiatives might bring Namibia's teacher licensing practices closer to international standards, ensuring a more consistent and high-quality education system.