Exploring Saudi English Teachers’ Perceptions of the Professional Educational Occupation Licence Test (PEOLT) and its Impact on Professional Growth and Teaching Practice

Abstract

Abstract The quality of teaching significantly affects educational outcomes. Therefore, education systems and policymakers seek to enhance teacher quality. In Saudi Arabia, all teachers are required to obtain a licence to practice the profession. One of these requirements entails passing exams that include subject-specific and general pedagogical components. Previously limited to pre-service teachers, these tests are now mandatory for all teachers. Understanding teachers’ perceptions and challenges is crucial because these exams must be undertaken to obtain, upgrade and renew teaching licences every five years. This study investigates the perceptions of Saudi English teachers regarding the challenges presented by the professional educational occupation licence test (PEOLT) and examines whether the test contributes to their professional growth or influences their teaching practices. To achieve this, ten in-depth interviews were conducted with Saudi English teachers and thematic analysis was employed. The findings revealed several challenges that Saudi English language teachers face. These include insufficient preparation time due to their professional responsibilities and personal obligations, as well as the absence of clear resources to support organised preparation. The participants also reported concerns about the test content, particularly its perceived misalignment with the curricula they teach, ambiguities in some questions, and the similarity between answer options. The findings further indicated that PEOLT did not significantly contribute to teachers’ professional growth because of the poor quality of training programmes designed to support the test. Similarly, the test has had limited impact on classroom practice because it predominantly focuses on theoretical aspects rather than practical applications. The study recommends involving teachers in educational reform processes because their direct experience in the field makes them well equipped to identify realistic and practical improvements. It also emphasises the need for professional development programmes aligned with licensure standards to better enable teachers to achieve meaningful professional growth. Keywords: Professional development (PD), professional standards, licensure exams, teacher quality, The Professional Educational Occupation Licence Test (PEOLT)