Equity, influential variables, and assessed competencies in teacher selection processes in Spain: a bibliographic review."
Keywords:
teacher examinations; equity; teaching competencies; inclusive education; teacher recruitmentAbstract
Access to public teaching positions in Spain through the civil service examination system is a key mechanism for ensuring educational quality. However, several studies show that extrinsic variables, such as gender, region, or the assigned examination board, influence the final results, thus compromising the equity of the process. Moreover, there is a noticeable gap between the competencies formally assessed—mainly technical and pedagogical—and those highlighted by international literature as essential for today’s teaching practice, such as socio-emotional skills and inclusive classroom management. Through a literature review, this paper synthesizes relevant research on influential variables, assessed competencies, and inequalities detected in teacher selection processes. Findings suggest that, although the system is legitimate, reforms are needed to enhance territorial homogeneity, transparency, and the integration of objective indicators that allow for a more comprehensive assessment of candidates’ professional suitability.
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