Purpose: this study investigates the psychometric properties of the UAE teacher licensing scale through construct and convergent validities given the absence of empirical evidence of the scale validation in the literature. Method: the study randomly sampled 241 teachers undertaking a postgraduate diploma in teaching at a private university in Al Ain City. Both principal component analysis and confirmatory factor analysis were performed to test and validate factor structure of the four (Professional and ethical conduct construct, Professional knowledge construct, Professional practice construct, and Professional growth construct) latent constructs of the UAE teacher licensing scale. Findings: the results of the principal component analysis revealed that professional conduct latent construct is indexed by four independent factors, the professional knowledge latent construct is underpinned by two reliable factors, the professional practice latent construct is structured by three reliable factors, and the professional growth latent construct consists of three reliable factors. Furthermore, the results of the confirmatory factor analysis provided evidence of construct validity of the retained factors. In addition, the results of average variance extracted, and composite reliability index values demonstrated additional evidence of divergent and convergent validities of the scale. Originality/value: the results are imperative given the fact that there have been no empirical studies conducted to rigorously validate the scale. The study being the first of its kind in the UAE context to empirically validate the psychometric properties of the scales since its development, would be remarkable contribution to the Ministry of Education and teacher licensing department to revisit teacher preparation programmes for quality improvement. Establishing validated scales helps policymakers rely on the data to gain a clear understanding of the strengths and weaknesses of the education system. This information enables them to identify areas that require improvement and make well-informed policy choices.