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Abstract
Within the framework of studies on teacher professionalization, this study aims to analyze and compare the degree of professional dedication among non-university teachers in two autonomous communities of Spain: Galicia and the Basque Country. Data were collected through a questionnaire—previously validated by external experts—comprising 18 items grouped into four domains (1–5 school-teacher domain, 6–10 technical-political domain, 11–14 teacher training domain, and 15–18 scientific-academic domain). A total of 1,318 nonuniversity teachers responded to the survey (742 from Galicia and 576 from the Basque Country). Inferential analyses were conducted using the nonparametric Mann–Whitney U test for independent samples, and various Chi-Square Automatic Interaction Detector (CHAID) classification trees were generated to identify patterns in teachers’ work dedication. The results reveal highly similar work dedication patterns in both regions, with only minor differences observed in the scientific-academic domain. Overall, the findings suggest a fragmented structure of the educational field with a hierarchical distribution of tasks, although a widespread, emerging involvement of teachers in nontraditional activities—beyond the school and classroom settings—is also evident. Among other conclusions, the study emphasizes the benefits of teachers expanding their roles outside of school.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
International Journal of Changes in Education, Volume 3, Issue 1, 2026, 23-36
https://doi.org/10.47852/bonviewIJCE52026523
Publication date: 09 Feb 2026
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