From the construction and validation of a rating scale of self-perceived Competence of the Primary School Teachers (ECAD-EP) is obtained the teacher profile assumed and developed by teachers of primary education belonging to the Spanish educational system that tries to answer operationalization of teaching styles that allow the teacher to discover those features that best demonstrate a high effectiveness. The structure of the scale validity presents a threedimensional factor in the following order: (a) Socio-emotional, composed of the variables: "Coexistence", "Mediation", "Revitalization group", "Emotional involvement", "Adapting communicative", "Communicative sensitivity", "Empathy" and "Self-efficacy"; (b) Communicative- relational, consisting of the variables: "Assertiveness", "Affective leadership", "Executive leadership", "Conflict resolution", "Nonverbal communication" and "Paraverbal communication"; © Instructional, which contains the variables: "Adapting to new situations", "Instructional control" and "Planning". Thus, the theoretical model of teaching as defined initially, has been appreciating elements and factors that form a multidimensional concept of meaning, including not only factual or behavioral variables, but also cognitive and metacognitive, social and emotional. Therefore, teaching is not only seen as a process of sequential linear or uniform but circular in nature with a constant interplay between a number of variables or dimensions and multiple hierarchies.
Keywords: Teaching styles, evaluation of teaching, self-perceived teaching competence, instructional variables, teacher rating scale.