A Study on the Relationship between Teachers’ Perceptions, Overall Perceptions, and Satisfaction with the High School Credit System Policy at Specialized Beauty High Schools

This study was conducted to empirically analyze the overall perceptions, policy awareness, and satisfaction regarding the High School Credit System among teachers at specialized high schools for cosmetology; the aim was to enhance the system’s practical applicability and provide foundational data for improving curriculum operations in these schools. Data were collected online from 95 teachers at specialized high schools for cosmetology between May 1 and May 15, 2026, and the results are as follows. Teachers at specialized high schools for cosmetology generally held relatively positive views regarding the high school credit system policy, particularly regarding the need to expand student choice and implement career-oriented curricula. Conversely, they expressed significant concerns about increased workloads and issues related to managing practical training environments. Furthermore, perceptions of the policy were found to significantly influence the overall understanding of the system; higher levels of perceived policy effectiveness and acceptance were associated with better understanding of the system, as well as improved curriculum suitability, implementation, assessment frameworks, and learning management. Perceptions regarding the high school credit system policy were found to have a significant impact on satisfaction with the system. An analysis of how specific aspects of the system influence satisfaction revealed that learning management, curriculum suitability, the assessment system, and understanding of the policy all had significant effects. Notably, the fact that learning management exerted the strongest influence indicates that support systems—such as academic planning, course completion management, and career counseling following students’ course selections—play a pivotal role in the operation of the high school credit system. Conversely, factors such as curriculum implementation, the operation of practical training courses, and teacher workload were found not to have a significant impact on satisfaction. As this study focused on teachers at specialized high schools for cosmetology, future research should comprehensively analyze the perceptions of various educational stakeholders, including students, parents, and administrators.