What does it mean to be a competent teacher? A narrative inquiry into teacher professional competence and relational wisdom

To address the gap between technical training and classroom reality, this narrative inquiry explored the developmental paths of Teacher Professional Competence (TPC) in Ethiopia. Data were gathered via interviews and artifacts from eight teachers (4 male, 4 female) across novice, mid-career, and veteran stages in primary and secondary schools. Findings reveal TPC conceptualization is non-linear, shifting from technical execution to relational wisdom. Critical incidents were identified as catalysts for growth, affirming that professional development is often crisis-driven. Furthermore, the study exposes a misalignment in systemic support: while mandated generic workshops were dismissed, collaborative, peer-led learning and mentorship were vital for sustained professional commitment. TPC is thus a socially supported achievement, implying a policy reform to prioritize relational and affective competence in pre-service teacher education and reallocate resources toward internal, school-based reflective structures leveraging veteran wisdom. These findings provide an international lens for moving beyond top-down compliance toward sustainable teacher agency.