75.1% of teachers who participated in the Professional Performance Exercise for the Evaluation of Teacher Performance received insufficient or regular results, according to data the Ministry of Education presented to the National Council of Education.
The results show that 58.4% of the 110,320 teachers who participated in the test received an insufficient grade, while 16.7% reached the regular level. In contrast, 14.6% achieved a good rating and 10.2% ranked between competent and outstanding.
In light of these results, the Ministry of Education announced it will prioritize strengthening the professional competencies evaluated through a continuous training plan, accompanied by differentiated strategies tailored to teachers’ profiles and contexts.
The institution explained that the test seeks to measure classroom teachers’ ability to apply their knowledge and skills to resolve situations typical of professional practice.
Results by educational level and experience
Overall, the evaluation, which integrates the results of the different components, yielded a general average of 85.4 points. 22% of participants were at insufficient or regular levels; 42.3% obtained good or very good results; and 35.7% reached competent or outstanding levels.
The process summoned 122,919 teachers; 112,778 completed the established stages, achieving 91.75% national coverage. The evaluation generated 109,338 valid final grades.
Among the evaluated classroom teachers, 34,663 primary school teachers averaged 84.2 points across the three tests, while 18,180 secondary school teachers averaged 83.9 points.
The results also showed differences according to years of service. Among teachers with 1 to 5 years of experience, 13.7% had insufficient or regular qualifications, while 47.1% achieved proficient or outstanding levels.
By contrast, among those with 26 to 30 years of service, 34.6% were at the insufficient or regular levels, while 28.5% achieved competent or outstanding qualifications.
The Ministry said this data will help identify specific professional development needs and guide decisions on certification, continuous training, and improvement plans.
Continuous training plan
The institution announced that it will promote a systematic, sustainable training plan focused on the competencies most in need of strengthening. The initiative will include pedagogical support and monitoring mechanisms to measure progress in teacher performance.
The results will also establish institutional priorities, guide resource allocation, and evaluate the effectiveness of training actions.
The Minister of Education, Luis Miguel De Camps, declared the Evaluation of Teacher Performance a high priority through Departmental Order 50-2025, issued on May 16, 2025.
The Vice Ministry of Accreditation and Teacher Certification oversaw the organization and implementation, in accordance with the Professional and Performance Standards for the Certification and Development of the Teaching Career.
The process was carried out in six stages, between October 30, 2025 and June 30, 2026. For its implementation, the Ministry organized, trained, and deployed 2,418 members of the technical support staff in the 122 educational districts and at the national headquarters.
The evaluation had not been carried out for almost a decade, according to the institution.
