The Effectiveness of Teacher Qualification Requirements in Public General Education Institutions
Author : Nato Gugava, Nino Vasadze 08/04/2026
Education is a fundamental priority for any state. The role of teachers in improving the quality of education is critically important, as their professional knowledge, skills, and pedagogical approaches determine the effectiveness of the teaching process and contribute to students’ high academic achievement. In response to the growing challenges of the 21st century, education systems must remain flexible and responsive to contemporary demands and needs, while teachers are equipped with the knowledge and competencies necessary for effective instructional management and for fostering students’ full potential.
According to national legislation, teachers in general education institutions are required to comply with professional standards, adhere to the code of professional ethics, and fulfill duties defined by sector-specific regulations. They are also expected to recognize the uniqueness of each student and apply differentiated instructional strategies that support students’ personal, socio-emotional, and cognitive development. Furthermore, teachers are responsible for improving student outcomes through the analysis of their own practice and student assessment data, integrating innovative approaches into their pedagogy, effectively utilizing information and communication technologies, and engaging in continuous professional development.
In this context, teacher qualifications and professionalism are determining factors in enhancing the quality of school education. To this end, since 2010, Georgia has introduced new requirements for teachers, including certification examinations. Despite the existence of state-regulated qualification requirements and established teacher education programs, the system still includes teachers who have not demonstrated the minimum competencies defined by the state. This raises critical issues regarding teacher recruitment practices in schools, as discrepancies persist between formal regulations and actual practice, where some teachers lack the foundational skills necessary for delivering effective and outcome-oriented instruction.
Accordingly, this paper examines the effectiveness of teacher selection processes and qualification requirements in general education institutions in Georgia, their alignment with national regulatory frameworks and international practices, and the key directions for education system modernization. The study identifies major challenges and gaps within the current system. Particular emphasis is placed on evaluating the effectiveness of teacher qualification requirements, as this constitutes a critical precondition for attracting and retaining qualified and professional educators. Ultimately, this is directly linked to improving educational quality and students’ academic success. Based on the analysis of the findings, relevant recommendations are proposed to enhance existing practices.
Keywords: Teacher qualification requirements, Competition, Teacher competence, Certification exam, Georgia.
Article DOI: https://doi.org/10.55367/RAJO9027