Tito Goicochea-Malaver • Hipólito Jaime Contreras Baca • Josue E. Turpo-Chaparro

Essential Competencies of Teachers:

Moving Toward Educational Excellence in Post-pandemic Times

https://doi.org/10.55668/jae0094

Educational quality is significantly influenced by teacher performance. Previous studies have highlighted the importance of the teaching role, underlining that student success is related mainly to the teacher’s attention, guidance, and motivation in achieving teaching and learning objectives. 1 This article is reporting on a study by the authors conducted in 2023.

In the era of educational revolutions 4.0 (advancements in technology) and 5.0 (impact of social and emotional learning), the role of the teacher is essential to improve the student’s academic performance. 2 In the knowledge society, the prevailing educational paradigm also requires teachers to constantly update their skills and competencies .3 Digitalization and changing educational demands also suggest an urgent call to action.4

Indeed, the responsibility is also on teachers. However, teachers face a dilemma. On the one hand, they have a leading role in education. On the other hand, reality shows that they face a magnitude of challenges, which, if not overcome, could affect the viability of their work and negatively impact their students.5

The first aspect is teaching performance. Education is a constantly changing field, and one of the main areas that needs to be improved is the traditional and routine instruction provided by teachers. This traditional and routine instruction is characterized by expository teaching, memorization and repetition of content where the active participation of students is limited. The student is a passive recipient of knowledge.6

Therefore, teachers must adapt to current research-based practices and deliver quality education, since this has a strong link to academic performance.7 Cultivating and strengthening exceptional teaching performance is not only desirable, but is actually an urgent need in post-pandemic education.

Another aspect is more preparation. Teachers often lack adequate training to face current educational challenges, such as educational inequality, adapting to the growing technological impact, implementing innovative pedagogical methods, promoting diversity and inclusion, addressing problems such as students’ dropping out, and ensuring the quality of education.8 Quality instruction favorably impacts teacher preparation and positively affects teaching and, consequently, student learning.9 As a result, quality teacher preparation improves instruction, and students are better able not only to achieve in the classroom but to also face life’s challenges.

Additionally, digital competition is also a challenge. Despite digitalization in society and the provision of in-person education, there is evidence of resistance or a lack of ability to integrate technologies into practice, weakening the vital link between digital competence and teaching performance.10 This puts the quality of education at risk, since a significant correlation has been demonstrated between teachers’ digital skills and their professional development.11 Technological tools, correctly used, can significantly enrich and enhance student achievement.12 Technological tools teachers can use include interactive whiteboards, digital devices, learning platforms such as Moodle, Google Classroom, among others, and educational software applications and multimedia resources (Ertmer & Ottenbreit-Leftwich, 2010).13

On the other hand, the collateral effects of the COVID-19 pandemic have exerted unprecedented tension on the health and well-being of teachers, leading to notable psychological14 as well as physical consequences,15 which may directly influence their ability to teach, thereby decreasing performance.16

Studies highlight the importance of teachers’ reflection on educational work since poor performance can hinder student achievement.17 It is essential to reflect on vital competencies for teachers and the adequacy of their adaptation to the new post-pandemic realities. This article investigates the essential competencies teachers must develop to face current educational challenges. It offers a model to guide their professional development and improve educational quality.

Research Type and Design

This was a quantitative research study. It used a non-experimental and transversal design, without manipulating variables and with data collection at a single moment.18 Furthermore, a descriptive framework was used,19 focusing on describing the reality of a variable in a specific context, and allowing a flexible process to adapt to the needs of the study.20

The research followed action research methodology based on the 1988 model proposed by Kemmis and McTaggart.21 This process allows the researcher to develop a continuous cycle of action research, where problems or areas to improve are identified (planning), then actions are implemented to address that problem (action), information is then collected and the results are analyzed (observation) to finally carry out an evaluation based on experience (reflection). This choice was justified by combining action and reflection as critical tools to define a model of teaching competencies essential for current demands, to improve teaching practice, and to raise the quality of education. The actions carried out in the study are detailed below.

Planning

A documentary review of scientific literature was conducted to identify teaching problems, challenges, and characteristics. Recognized databases such as Scopus, Scielo, Science Direct, Google Scholar, ERIC, Redalyc, and EBSCO were used. Using keywords such as competence, performance, teacher, education, profile, and work, relevant documents written in Spanish, English, and Portuguese, published between 2021 and 2023, were filtered and selected.

The review was done manually, evaluating titles and abstracts to determine their relevance to the research topic. The selected documents were analyzed in depth to extract valuable information, allowing for a clearer understanding of the challenges and relevant characteristics of teaching. This laid the foundations for developing competencies adapted to current educational demands and realities.

Action

The challenge of identifying essential teacher competencies was undertaken through a series of iterations and adjustments. Eight personal and professional competencies were outlined, each with four performances. Subsequently, the structure was reformulated, suggesting six personal and 10 professional competencies, each with five performances based on the five pillars of education: learning to know, learning to do, learning to live together, learning to be, and learning to transform oneself and to society (Figure ), identified by UNESCO as vital for 21st-century education.22

Input from experts with doctoral degrees in education23 was vital to refining the essential competencies of teachers and their performances. The model eventually took the form of eight personal and 10 professional competencies, with performances aligned with the five pillars of education. This inherently reflexive process closely reflects the nature of action research. The proposed model is presented in Table 1.

Data Collection

The data were collected using a Likert-type questionnaire. This questionnaire was administered to 300 teachers from Peru (for demographic information on participants, see Table 2) to capture their perspectives regarding the proposed competency model. The data obtained were analyzed using SPSS software, as described in the Data Analysis section. This process allowed for a detailed examination of the questionnaire responses, offering in-depth insight into the acceptance and viability of the suggested model.

Reflection

The results and experiences accumulated throughout the study were evaluated, and the study’s limitations were openly discussed, providing a clear path to areas that could be the focus of future research. The reflection highlighted the need for teacher competencies to evolve and adapt to the changing educational scenario, ensuring their relevance and timeliness. The researchers recognized that the action research process does not simply end when the study concludes but should stimulate a constant learning and adaptation cycle.

Participants

The study included 300 active teachers from various regions of Peru, covering areas of the coast, mountains, and jungle. These teachers were employed by various institutions, both public and private. The selection of participants was carried out using non-probability convenience sampling.24 In order to ensure the inclusion of teachers with diverse characteristics and experiences, representing a broad spectrum of Peruvian educators.

Inclusion Criteria

  • Be an actively practicing teacher in Peru at the time of the research.
  • Be a teacher at the initial, primary, secondary, or higher level.
  • Be employed by a public or private educational institution.
  • Have shown a willingness to participate.

Exclusion Criteria

  • Retirement or not engaged in teaching at the time of the study.
  • Not currently teaching in Peru.
  • Lack of willingness to participate in the research.

Demographics: 58 percent of the teachers were female; 42 percent were male; 5.33 percent were under 35 years of age; 34 percent were between 35 and 44; 29.67 percent were ages 45 to 54; and 10.00 percent were over age 55. The predominant highest degree achieved was the bachelor’s degree (58.33 percent).

Thirty-five percent had taught for more than 15 years, while 44 percent had taught between one and 10 years. The largest group, by region (40.33 percent) taught in the coastal region of Peru. About 60 percent worked in the public sector, 36.7 percent worked in private Adventist schools, and the largest group, 44.67 percent, taught at the secondary level.

Instrument

The questionnaire used for this research is titled “Teaching Profile for the 21st Century: Proposal for Essential Personal and Professional Competencies.” The study authors used a Likert-type scale to gather teachers’ perspectives on the proposed teaching profile. The response options were 1 (Totally disagree), 2 (Disagree), 3 (Neither agree nor disagree), 4 (Agree), 5 (Totally agree). The instrument consisted of 54 items, divided into two main dimensions: “Essential Personal Competencies of the Teacher” and “Essential Professional Competencies of the Teacher.” Content validation was initially carried out based on the judgment of five experts with doctorates in education to guarantee the questionnaire’s validity. The experts evaluated the relevance and clarity of the items, concluding that the instrument was appropriate for the study’s objectives. Subsequently, an exploratory factor analysis was performed to confirm the structure of the questionnaire. The total test value was 0.99 (Cronbach'’s Alpha) which is interpreted as excellent reliability.

Procedure

Data were collected using the “Teaching Profile for the 21st Century: Proposal for Essential Personal and Professional Competencies” questionnaire. Before accessing the questionnaire, teachers were presented with an informed consent form that explained the study’s objectives, ensured the confidentiality of their responses, and confirmed their willingness to participate. The questionnaire was distributed through Google Forms, facilitating remote access. Participants were offered assistance during the response period to ensure that they correctly understood each statement. As a recruitment strategy, the researchers identified teachers in various geographic regions of Peru who were asked to invite other teachers to participate. In addition, social networks such as Facebook and WhatsApp were used to disseminate information and solicit participation.

The responses were recorded anonymously on the Google form to guarantee the privacy and confidentiality of the data. It was not necessary to request authorization from educational institutions, since the questionnaire was sent directly to teachers, which guaranteed that participants were volunteers giving individual consent. Additional measures were implemented to protect and secure the data collected. The data were stored on a secure platform, which only the researchers could access. Participants were offered no material or monetary incentives, but the importance of their contribution to the research was emphasized. They were promised that the data would be used exclusively for research purposes, and that the results would be presented in aggregate form without identifying individual participants.

Data Analysis

The data obtained through the Likert-type questionnaire were analyzed using the IBM SPSS statistical program. First, internal consistency was assessed, and then an exploratory factor analysis was performed to determine the validity of the instrument.

Results

Descriptive Statistics

Table 3 presents a statistical summary of the essential competencies. This analysis reflects teachers’ evaluations of each item linked to these competencies. Central tendency and dispersion measures provide insight into how teachers perceived and valued the competencies. The results suggest that most participants agreed with the statements presented in the questionnaire. That is, they perceived that the eight personal and 10 professional competencies assessed were clear, appropriate to the context and relevant.

In general, teachers positively evaluated all the competencies proposed in the questionnaire, with average scores ranging between 3.63 and 4.17. This indicates a positive perception of teachers about the importance and application of these competencies in their professional practice.

Table 4 shows the levels found for each essential competency, according to a global score for each competency. The results show a predominance of high levels, followed by medium levels and a smaller percentage of low levels. The predominance of high levels means that most teachers rated these competencies in a high range, reflecting their perception that they are essential competencies for the proposed teaching profile.

Table 5 shows the correlation between personal and professional competencies through Spearman’s Rho correlation coefficient. Since the data do not have a normal distribution, this coefficient was used according to the Kolmogorov-Smirnov test, whose values were significant for all competencies. The results indicate a significant relationship between all competencies.

**. The correlation is significant at the 0.01 level (two-sided).

Discussion

Among the study’s main findings was that spirituality competence was highly valued and recognized as relevant. Patterson25 considers this competence as key to teacher identity and quality. This result does not indicate a degree of spirituality necessary in pedagogical work, but rather, the importance for teachers to have a spiritual competence as part of their teaching profile. Studies by González et al.26 and Iriarte et al.27 associate it with stress reduction and performance improvement, while Saeed et al.28 and Margaretha et al.29 highlight its positive influence on mental agility and work performance. Mental agility refers to the teacher's adaptation and receptivity to changes and challenges in teaching. It involves not only a quick response, but also the ability to reflect and learn continuously. Contreras et al. 30 highlight its role in integral human development, although it is frequently neglected in Western education. These findings support the inclusion of spirituality in the teaching competencies model, highlighting its positive impact on teacher performance and well-being. Spirituality is a vital component for the success of teachers and students in educational settings.31

Although valued positively, the ethics and values ​​competence showed discrepancies between the perceptions of the high, medium and low levels by the teachers. Hevia and García32 maintain that morality is essential to be a good teacher. Ramírez and Bazán33 link professional ethics with competent and responsible development, and Flores et al.34 see it as a model for the student’s future behavior. Cabrera35 advocates integrating ethics and values in teaching, and Bejarano et al.36 highlight its importance in training students for a complex and challenging society. These results suggest that, despite the discrepancies, ethics and values are critical components in teacher training and practice.

Competence in the area of emotional intelligence is fundamental in education, allowing emotional management and balanced decision-making. Talledo et al.37 highlight its importance in teacher leadership. Ramos et al. 38 suggest that it could reduce teacher burnout, while Maamari and Salloum 39 relate it to effective teaching, Mérida et al.40 with work commitment, and Geraci et al.41 to the protection of teachers’ mental health. These findings highlight the need to strengthen emotional intelligence in teacher-training programs to improve teacher well-being and professional performance.

Self-care and healthy lifestyle competence significantly impact teachers’ mental and physical health.42 Although there was disagreement among respondents, the majority of teachers valued this competence positively. Chalapud et al.43 emphasize reinforcing teachers’ positive lifestyles. Flores et al.44 highlight the importance of physical activity in combatting stress. The pandemic exacerbated teacher tension,45 highlighting the need to support and promote healthful habits, given the modeling influence of teachers.46 These results suggest that promoting self-care among teachers is crucial for their well-being and professional effectiveness, and positively impacts the learning journeys of their students.

The competence of intercultural sensitivity is vital in a globalized and diverse society, which characterizes most societies in the 21st century.47 Despite being valued by the majority of teachers in this study, some respondents rated this skill low. Sanhueza et al.48 and Ahmad et al.49 highlight its importance for teachers in improving coexistence and teaching for diverse students. Morales et al. 50 highlight their contribution to constructing enriching pedagogical practices, especially in the face of growing student mobility and classroom diversity. These findings underline the importance of intercultural sensitivity in teaching practice and the need to include it in training programs.

Competence in inclusive teaching and attention to diversity is imperative today.51 This study reveals a high valuation, underlining its importance. Quispe et al. 52 highlight this teaching attitude as a connector to inclusion, while Ruiz 53 states that confidence in accommodating diverse students significantly improves performance. Laspina 54 emphasizes training for an inclusive culture. Furthermore, the United Nations Agenda 2030 highlights the need for teachers trained in inclusive practices.55 These results indicate that inclusive teaching is essential to address classroom diversity and should be a priority in teacher training.

For teachers, research and constant updating skills are essential in the 21st century. Although variability indicates that some teachers dismiss it, multiple authors highlight its importance. Rico and Ponce 56 emphasize constant training and adaptation to advances; Ley 57 sees the teacher as a researcher; Leite et al. 58 advocates for investments in research on teacher professional practice; Davila et al. 59 link investigative skills with intellectual production, and Baute 60 highlights investigative training to transform learning. Research and constant updating are essential for continuously improving teaching performance and educational quality.

Digital competence also stands out as an element that can transform and enrich student participation in the learning process.61 Most teachers in this study recognized its importance and the need to use emerging technologies.62 Providing opportunities for educators to learn about these technologies is essential,63 given the importance of the teacher’s role in developing students’ digital skills.64 These results highlight the need to incorporate digital competencies in teacher training to improve teaching and learning in the digital era.

The learning competence through educational projects reflects an evolution toward a more applied educational method, involving students in constructing their own knowledge and skills65 and being key to quality 21st-century education.66 This approach positively impacts learning outcomes, connecting theory and practice.67 Furthermore, adopting entrepreneurship and emerging technologies is essential.68 Project-based learning is an effective strategy to improve education and should be promoted in teaching practices.

In summary, all the competencies evaluated produced a favorable perception, and their high scores indicate the importance that each of these competencies has in current teaching performance.

Despite this research’s contributions, it is vital to recognize the study’s limitations. Although the sample of participants is significant for Peru, it could be expanded to obtain a more complete view. Complementing this study with qualitative research could enrich the understanding of teachers’ experiences and perceptions. Furthermore, selection bias was not considered since the sample was obtained using non-probabilistic methods, so the results must be extrapolated carefully to other population groups. Another limitation is related to self-report measures that could be affected by different types of response messages.

This research highlights the importance of teachers constantly training and updating themselves to improve performance, serve as effective models, and contribute to educational quality.69 This model of essential teacher competencies is a useful tool for educational institutions. It facilitates the identification of areas for improvement and ensures that teachers are prepared in content, skills, and attitudes. It concludes with a model with eight personal competencies and 10 professional competencies aligned with the five pillars of education.

However, implementation of the ideas shared in this article within the education system of Peru, or in any other country, requires commitment from administrators to provide the financial resources needed. Implementation of research-based practices in teacher preparation programs, professional development training for in-service teachers, and sponsorship for educators to pursue advanced training and degrees requires systemic change and financial commitment.

This article has been peer reviewed.

Acknowledgement: The authors thank the teachers who participated in this study for their valuable collaboration and willingness to share their perspectives. Likewise, they thank the education experts who provided us with valuable observations during the questionnaire validation process.

Tito Goicochea-Malaver

Tito Goicochea-Malaver, DBA, is the Director of Curriculum Management at Peruvian Union University (Lima, Peru). Dr. Goicochea-Malaver served as Director of Education in several fields and missions in Peru, and as a pedagogical coordinator of the Northern Peruvian Union. He is one of the authors of the educational model and curricular programs for kindergarten, elementary level, and high schools for Adventist schools in Peru. Dr. Goicochea-Malaver holds a bachelor's degree in Physical Sciences (National University of San Marcos, Lima, Peru) and in Pedagogy in Mathematics (Pontifical Catholic University of Peru, Lima). He holds a Master’s in Education and a DBA in Business Administration (Peruvian Union University, Lima, Peru).

Hipólito Jaime Contreras Baca

Hipólito Jaime Contreras Baca, MEd, is a researcher and graduate student at Universidad Peruana Union (UPeU) in Chosica, Peru. He has a bachelor’s degree in theology and a Master’s degree in education with an emphasis in research and higher education teaching from Universidad Peruana Union in Lima, Peru. Mr. Contreras taught for nine years at Eunápolis Adventist School in Missão Bahia Extremo Sul (MIBES) in Brazil. His experiences include teaching English, Spanish, and providing wholistic education focusing on the integration of academic, spiritual and ethical development through teaching and research.

Josue E. Turpo-Chaparro

Josue E. Turpo-Chaparro, EdD, is the Director of Research, Development and Innovation in the Faculty of Human Sciences and Education at Universidad Peruana Unión (UPeU) in Chosica, Peru. He is a Distinguished Researcher of the National Council of Science and Technology of Peru CONCYTEC and serves as the director of Apuntes Universitarios, the peer-reviewed, indexed academic research publication of UPeU. Dr. Turpo-Chaparro has served for 25 years in various capacities as an educator, scientist, and researcher in Argentina, Brazil, Chile, and Bolivia. He has a doctorate and master’s degree in education, and graduate degree in theology. He specializes in areas such as visibility in scientific production, social sciences, scientific research methodology, bibliometric analysis, scientometrics and databases, information literacy, and technology surveillance.

Recommended citation:

Hipólito Jaime Contreras Baca, Tito Goicochea Malavar, and Josue E. Turpo-Chaparro, “Essential Competencies of Teachers: Moving Toward Educational Excellence in Post-pandemic Times,” The Journal of Adventist Education 86:4 (2025): 4-15.  https://doi.org/10.55668/jae0094


NOTES AND REFERENCES

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