Teaching vocation as a key dimension of teacher education in Peru: evidence from the CVOC-D scale

This study aimed to examine the psychometric properties of the Teaching Vocation Scale (CVOC-D), designed to assess teaching vocation within the Peruvian educational context, where no specific instruments currently exist. Using an instrumental design and quantitative approach, data were collected from 319 teachers. Reliability and validity analyses indicated satisfactory results, with an overall reliability of ω = 0.869 and acceptable coefficients for the three identified dimensions: vocational awareness (0.805), satisfaction with teaching (0.807), and commitment to education (0.642). An exploratory factor analysis explained 42.6% of the variance, while confirmatory factor analysis demonstrated a moderately adequate model fit (χ 2 = 5123.53, p < 0.001; CFI = 0.824; TLI = 0.796; RMSEA = 0.097). Although three items were eliminated, the final version of the scale retained strong psychometric properties. The findings confirmed that the CVOC-D is a valid and reliable instrument for measuring teaching vocation, aligned with the cultural and professional characteristics of Peruvian teachers. This tool represents a significant contribution to psychological assessment in education, providing a robust basis for future research and practical applications in teacher training and professional development.