Competency Profile of Social Work in Educational Institutions: An Empirically Derived Three-Factor Framework

Abstract

Purpose: This study aims to empirically define the competency profile of social work professionals in educational institutions by identifying and structuring core competencies that articulate their professional role within the educational system. Materials and methods: A quantitative descriptive-exploratory design was employed. Data were collected from 859 participants (students and graduates linked to Andalusian universities). An initial 24-item questionnaire was developed and subsequently refined through statistical analysis. Confirmatory factor analysis (CFA) was conducted to examine the factorial structure of the instrument. Results: The analysis resulted in a factorial structure comprising 15 competencies organized into three interrelated factors: competencies related to work with teaching staff, competencies focused on students, and competencies oriented toward families. The model demonstrated satisfactory goodness-of-fit indicators, supporting the internal coherence and empirical consistency of the proposed competency framework. Discussion: Findings contribute to clarifying the professional role of social work within educational institutions by providing an empirically grounded structuring of competencies. The results address the existing gap between the discursive recognition of school social work and the limited systematic delimitation of its competency profile. Conclusion: This study offers an evidence-based competency framework that strengthens the alignment between university training and professional practice, contributing to the disciplinary delimitation and institutional positioning of social work in educational contexts.