TEACHER PROFESSIONAL AND PERSONAL QUALITIES IN ATTAINMENT OF GLOBAL COMPETENCIES EDUCATION

Abstract

The attainment of global competencies education (GCE) is increasingly being recognized as essential for preparing students to navigate the complexities of the 21st century. However, the realization of this goal is largely dependent on teacher quality, which encompasses both professional expertise and personal attributes. This paper used a literature review method to examine the role of teachers in fostering global competencies, the significance of sustainable development goal 4 (SDG 4) in education, the concept of quality teaching, and the challenges inhibiting the effective implementation of global competencies education. The discussion highlighted that high-quality teachers possess subject mastery, pedagogical competence, adaptability, emotional intelligence, and ethical conduct—all of which are crucial in shaping globally competent learners. Additionally, SDG 4 underscores the need for inclusive and equitable quality education, which can only be achieved through sustained investment in teacher training and professional development. However, teacher shortages, resistance to change, lack of professional development opportunities, and inadequate resources continue to pose challenges to the realization of global competencies education. This paper was theoretically anchored on Charles Darwin’s Evolutionary Theory (1859), which emphasizes adaptation as a key survival strategy. In the educational context, teachers must continuously adapt to emerging pedagogical trends, technological advancements, and global challenges to remain effective. The Teacher Education in Sub-Saharan Africa (TESSA) framework was also examined as a model for enhancing teacher preparedness and professional competence, particularly in developing climes. The study concluded that teacher quality is a fundamental determinant of the successful attainment of global competencies education. Without well-trained, innovative, and adaptable teachers, educational policies aimed at fostering critical thinking, problem-solving, digital literacy, cross-cultural collaboration, and other 21st century skills, will remain ineffective. Therefore, governments and educational institutions must prioritize teacher education, professional development, and capacity building as key strategies for improving global education standards.