Since 2022, the teacher certification process has been implemented in our country. This process aims to objectively assess teachers' professional preparation level, pedagogical knowledge, and skills.
Four years have already passed, and during this period, thousands of teachers have participated in exams and demonstrated varying results.
In these 4 years, how did the certification exam affect the quality of education? Did changes occur in teachers' motivation, the teaching environment at school, and the overall level of education?
Günay Əkbərova, a member of the Public Council under the Ministry of Science and Education, stated in a statement to AzEdu.az regarding the topic that the teacher certification process implemented since 2022 has given a significant impetus to the formation of a quality culture in our education system:
"Thus, over these four years, thousands of teachers participated in the exam, re-evaluated their knowledge and skills, identified their weaknesses, and in many cases took new steps towards self-development. Today, it can be easily stated that certification has had a significant impact on both teachers' professional development and the overall teaching environment.
One of the greatest benefits of certification is that it encourages teachers to work on themselves more systematically. Over four years, thousands of teachers updated their knowledge in methodology, curriculum, assessment approaches, and subject matter, thereby enhancing both their professional level and the quality of their lessons. This process fostered a culture of healthy competition, continuous self-improvement, and openness to innovation among teachers. In global practice, the periodic assessment of teachers' knowledge and skills in high-performing countries such as Singapore, Estonia, and South Korea serves precisely this purpose.
The results of primary school teachers also revealed an important aspect of the process: the primary stage is the level that most influences quality, and the assessment carried out in this area created conditions for the establishment of more targeted support and development programs in the future. Thanks to certification results, it is now clear which topics primary teachers need more support with. This, in turn, creates a real basis for both optimizing professional development courses and strengthening in-class methodological approaches in the coming years".
"The improvement steps taken during the certification period are also noteworthy," our interlocutor added:
"The number of preparatory trainings for teachers increased, and demo tests, explanatory videos, and practice materials became more accessible. These steps positively impacted not only exam results but also teachers' methodological literacy and self-development habits in general. The continuous improvement of results each year is also a consequence of the work carried out in this direction. Linking salaries to certification results was a significant step in terms of motivation. This is an important mechanism for increasing the prestige of the teaching profession and stimulating professionalism.
Significant increases in the salaries of teachers who showed good results strengthened the culture of reward within the system and demonstrated the real value of teachers enhancing their knowledge and skills. The process also revealed certain development differences between regional and urban schools, which allows for the development of more targeted support programs in the future. It is now known which regions require more resources, more training, and preparation opportunities. This, in turn, creates conditions for state and non-state organizations to implement planned projects in those directions.
The renewal of the certification process format is also expected in the future. The world's most advanced education systems are already transitioning to a multi-stage assessment model: tests, portfolios, lesson observations, and the teacher's development dynamics over a certain period are all considered together. This approach both increases fairness and allows for a more precise determination of the teacher's development roadmap. It is highly probable that certification will be further improved in this direction in the future.
To measure the relationship between certification results and actual lesson quality, a multi-source approach is important: when student achievement development, lesson observations, the teacher's portfolio, and examples of their methodological activities are analyzed together, an objective result is obtained, and the teacher's real effectiveness becomes clearer. The data provided by certification is very valuable in this regard, as it more accurately indicates the teacher's development needs. Overall, the certification process is an important mechanism for improving the quality of education. It encourages teachers to renew themselves, learn, adopt more modern teaching methods, and approach their profession more responsibly.
The main conclusion is that a new culture has formed over the past four years, positively impacting teacher professionalism and the overall dynamics of the system. If this process is continuously improved, certification will continue to make a greater contribution to the quality of our education in the coming years," G. Əkbərova concluded.
