Evaluation of the innovative competency profile among public education teachers

Abstract

This article examines the innovative competency profile of public education teachers through a quantitative, non-experimental, cross-sectional, and descriptive study. The sample consisted of 60 teachers from a public educational institution, with experience in Early Childhood Education, Basic Education, and High School, selected through intentional sampling. Data were collected using an expert-validated questionnaire structured around individual and interpersonal, cognitive, attitudinal, and institutional dimensions. The results place the overall profile mainly at a moderate level. Attitudinal and cognitive dimensions appeared as the most consolidated areas, whereas individual and interpersonal competencies, along with institutional conditions, showed greater need for strengthening. Since the study was conducted in a single institution, the findings are interpreted as situated evidence rather than as a generalization to the whole educational system. It is concluded that the teaching staff has favorable conditions for innovation, but institutional support and sustained training are needed to consolidate these capacities.