Globally, the COVID-19 pandemic has an impact on education and teacher competency. Teachers’ use of technology improved due to the health concern, but their stress levels climbed. Teachers need to examine more outputs and get ready for online classes in addition to COVID-19. Instructors experience burnout and are more likely to resign (Steiner & Woo, 2021).
Being accountable to others and setting good things are examples of interpersonal competency. Other examples include leading by example, encouraging equitable participation and positive interdependence in the workplace, building empathy and trust with coworkers and others, and being knowledgeable about, adept at, and able to instruct others in interpersonal interactions and processes. Activating support for inclusive education that fosters diversity, multiculturalism, and universal human and national values is advised by Fiorilli et al. and Brust (2017). This competency also includes the capacity to help students from disadvantaged social groups realize their full educational potential in terms of socioemotional development.
Competency is emphasized by Tapani and Salonen (2019) and Dubovicki and Juki (2017) through the application of educational and psychological principles. Understanding both general and particular student achievement standards, the psychological foundations of working with children, the capacity to employ a range of motivational strategies, specialized knowledge of learning styles and tactics, and the capacity to assist students who face learning challenges are all included in this category.
The subject-professional group of competencies is highlighted by Call (2018), Nikitchenko (2017), and Sigrid-Blömeke (2017). These competencies include knowledge of the entire educational system, as well as standards, strategies, and laws. They also include the capacity to plan their professional development and self-assess, and they include excellent management of the scientific discipline to which the subject belongs.
A significant obstacle to effective instruction and high-quality education is the methodological preparation of teachers for reflective practice. These components include the format of scientific reports, research technique, methodological scientific language, comprehension of methodological culture, and proficiency in the intellectual work processes common to all sciences. Teacher competency and methodological culture are also covered. Several authors have emphasized the importance of assessment skills, educational reality and practice studies, and collaboration with other researchers. According to Stoi et al. (2020), “ICT provides excellent and beneficial changes in teaching and learning today.” Teachers’ professional development in the era of information and communication technology must prioritize the development of specific abilities. Tapani Salonen highlights the ability for pedagogical leadership, which encompasses school management, in their essay from 2019. Turk (2016) asserts that organizational competency ought to be every team leader’s primary quality and that it is crucial for human resources management. These competencies include the capacity to foster cooperation and teamwork, the ability to share knowledge through organizational culture and initiative, and leadership traits and inclinations such as motivating coworkers to participate, share, and utilize readily available, helpful information to reach critical decisions. collaboration and togetherness within the organization via leadership. Generations and wants have evolved, and keeping up with the speed of the world demands intelligence and hard work. Schools must therefore promote students’ creative thinking through teachers’ high competence.
