Linking Personal Variables to Teacher Engagement within the Professional Teaching Competency Framework

Abstract

In line with European educational policies, the development of a framework of professional teaching competences is essential to ensure quality teaching capable of responding to current social demands. Effective teaching requires sustained professional commitment throughout the teaching career, particularly within competence-based education. In this context, identifying key personal variables that contribute to educational effectiveness and quality is especially relevant. This study analyzes teaching commitment among active non-university teachers, focusing on the role of self-efficacy, emotional intelligence, and happiness as core personal factors. The sample included teachers from Secondary Education, Baccalaureate, and Vocational Training. A quantitative, descriptive, correlational, comparative, cross-sectional, and ex post facto research design was employed. Data were analyzed using descriptive statistics, correlational analysis, hierarchical linear regression, and mediation analysis. The results revealed significant relationships between the studied variables and teaching commitment, with selfefficacy emerging as the strongest predictor, followed by happiness and emotional intelligence. Additionally, differences in teaching commitment were observed according to gender and years of professional experience. These findings highlight the importance of incorporating personal and emotional competencies into teacher professional development in order to strengthen long-term commitment and improve educational quality.