Teacher Selection Systems: Assessment Practices, Competencies, and Evidence on Validity, Reliability, and Equity -A Systematic Review.

Background: Teacher selection processes constitute a key lever for improving educational quality; however, evidence remains fragmented regarding the assessment tools employed and their psychometric robustness. This study aims to evaluate teacher selection systems, focusing on competencies assessed, evaluation procedures, and evidence related to validity, reliability, and equity by a systematic review. Methods: A systematic review was conducted following PRISMA 2020 guidelines. A total of 644 records were identified from Web of Science, Scopus, and ERIC, covering studies published up to April 2026 with no restrictions on period. After screening and full-text assessment, 23 empirical studies met the inclusion criteria. Data were extracted on selection systems, assessment tools, competencies, and psychometric evidence. Methodological quality was appraised using the QuADS tool. Results: The findings reveal substantial heterogeneity in teacher selection systems, including standardised tests, structured interviews, simulations, and multi-method approaches. Structured and competency-based tools demonstrate moderate predictive validity, particularly when aligned with teaching demands and combined across multiple measures. However, evidence on reliability remains limited, and consistency across evaluators is insufficiently addressed. Equity and fairness emerge as underexplored dimensions, especially in high-stakes selection contexts. The quality appraisal indicates overall moderate methodological rigor, with variability across studies. Conclusions: Teacher selection systems require more integrated and evidence-informed models capable of capturing the multidimensional nature of teaching competence. Strengthening reliability, improving transparency, and explicitly addressing fairness are essential to enhance the validity and legitimacy of selection processes. Keywords: Teacher selection systems; Assessment practices; Teacher competencies; Validity; Reliability; Equity; Systematic review.