Value of the teaching career and factors in its path in Peru

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. The general objective of this study was to analyze the factors associated with the valuation of the teaching career, combining both a descriptive and an explanatory approach. A total of 28,217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the “value of the teaching career” was constructed using eight indicators and categorized as low, medium, or high. Another variable, “vision of the future,” was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), professional career (p < 0.001). It was concluded that, Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development. • Most Peruvian Basic Regular Education teachers adopt either a conformist or an optimistic outlook toward their profession. • Key determinants of career appreciation include being male, holding a higher level on the teaching scale, and teaching at the primary level. • Teaching career value is shaped by meritocracy, competency-based training, intrinsic motivation, and continuous professional development, which together foster recognition of both teachers and their work. • Policies and support mechanisms are needed to ensure that teachers continue to progress up the teaching ladder.