What question did this study set out to answer?

Evaluate teacher selection systems focusing on competencies, assessment tools, and psychometric evidence.

April 16, 2026Open Access

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

Key Points

Evaluate teacher selection systems focusing on competencies, assessment tools, and psychometric evidence.
Conducted a systematic review following PRISMA 2020 guidelines.
Identified 644 records from Web of Science, Scopus, and ERIC until April 2026.
Screened and assessed full texts of 23 empirical studies that met inclusion criteria.
Extracted data on selection systems, assessment tools, and psychometric evidence.
Appraised methodological quality using the QuADS tool.
Substantial heterogeneity in teacher selection systems, including tests, interviews, and simulations.
Structured and competency-based tools show moderate predictive validity, especially when aligned with teaching demands.
Limited evidence on reliability and insufficient consistency across evaluators.
Equity and fairness are underexplored, particularly in high-stakes selection contexts.
Moderate methodological rigor with variability across studies.

Abstract

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.

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