Professional Competency of Teacher: A Review of Theoretical and Empirical Literature

Abstract

Teacher professional competency is widely recognised as one of the strongest school-based determinants of student learning, yet the construct continues to be defined and measured in inconsistent ways across the education literature. This paper presents a narrative review of theoretical and empirical scholarship on teacher professional competency, tracing its conceptual roots in Shulman's pedagogical content knowledge model through to contemporary technological, self-efficacy, and international competency frameworks. Drawing on peer-reviewed studies, policy reports, and large-scale international surveys, the review synthesises seven core dimensions of competency — content knowledge, pedagogical content knowledge, digital competence, classroom management, assessment literacy, reflective practice, and professional ethics — and examines the empirical evidence linking these dimensions to teaching quality and student outcomes. The review further identifies persistent gaps, including inconsistent operational definitions, limited longitudinal evidence, and uneven attention to competency development in low-resource contexts. The paper concludes that professional competency is best understood as a dynamic, multidimensional construct that develops through the interaction of initial preparation, sustained professional learning, and reflective practice, and it proposes directions for future research and policy.