Ontology of the vocation of the early childhood education teacher, linked to job performance

The teaching vocation is recognized as an essential component of educational practice, especially in early childhood education, where an ethical, human, and professional commitment that transcends the technical is required. This article reflects on the ontology of the teaching vocation and its relationship to job performance, based on an analysis of theoretical and philosophical references. Three central approaches stand out: humanistic theory, which conceives of the human being as capable of self-realization and self-determination; the biology of love, which emphasizes the role of coexistence and the legitimization of others as foundations of the educational process; and ontology, understood as the science of essences, which allows vocation to be positioned as a fundamental category of the teacher. The contributions of Latin American authors show that the absence of a vocation weakens professional identity and educational quality, while its presence strengthens motivation, job satisfaction, and the construction of democratic and participatory school climates. It is concluded that vocation, conceived from an ontological perspective, constitutes an indispensable foundation for professional identity and pedagogical practice, as well as a key factor for social transformation through education