Teaching Vocation, Self-Efficacy Beliefs and Teaching Competencies in Mexican Teachers
Abstract
Educational inequality in Mexico poses significant challenges to teaching quality and teacher performance, particularly in economically vulnerable contexts. This study examines the relationship between teaching vocation, self-efficacy beliefs, and teaching competencies as key elements in educational practice. The objectives were to explore these relationships, to evaluate the mediating role of self-efficacy, and to understand perceptions of the interaction of these constructs. A mixed-methods explanatory sequential approach was employed. In the quantitative phase, 310 teachers completed instruments related to vocation, self-efficacy, and competencies. In the qualitative one, in-depth interviews were conducted with 27 teachers selected based on grounded theory. Quantitative data were analyzed using correlation and mediation techniques, while qualitative data were examined through thematic coding. Quantitative results revealed that teaching vocation can influence competencies and indirectly impacts them through self-efficacy, particularly in addressing students' unique needs. Qualitative findings highlighted that vocation serves as a driver of resilience and innovation, while self-efficacy facilitates adaptation to educational challenges. The study discusses a comprehensive understanding of these factors, suggesting practical implications for teacher training and inclusive educational policies.
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