What counts as competent teaching? A systematic narrative synthesis of teacher competencies in K–12 education.
Outlet Title
Teaching and Teacher Education
Document Type
Article
Publication Date
Fall 2026
Abstract
Teacher workforce instability and the expansion of alternative credentialing pathways have increased attention to how teacher competency is defined and evaluated. Yet, competency definitions remain inconsistently applied across policy and research contexts. This study synthesizes 11 empirical studies published between 2010 and 2025 within the U.S. K–12 context to examine how teacher competency is defined, conceptualized, and measured in practice. Inclusion was limited to studies in which teacher competencies were directly observable and assessed as focal constructs in instructional practice, excluding those that inferred teacher effects from student outcomes. Findings indicate that competency research is concentrated in directly observable domains, particularly instructional practices, content knowledge, and classroom management. Relational, attitudinal, and context-dependent competencies appear less frequently. These patterns suggest that prevailing evaluation approaches prioritize measurement feasibility over conceptual breadth. As education systems respond to workforce demands and diversified entry pathways, competency measurement may require broader approaches that incorporate less readily observable domains.
Recommended Citation
Dawson, T. W., Butler, M., & Fasching-Varner, K. J. (2026). What counts as competent teaching? A systematic narrative synthesis of teacher competencies in K–12 education. Teaching and Teacher Education, 181, 105684.