This study examined the professional competence of Citizenship Education (CED) teachers in government middle schools in the West Gojjam Zone of the Amhara Region, Ethiopia, using a mixed-methods approach with a concurrent embedded design. Quantitative data were collected through closed-ended questionnaires administered to 260 teachers and 377 students selected via multistage sampling. Qualitative data were obtained through semi-structured interviews with six principals, six teachers, and six students, supplemented by classroom observations and lesson plan reviews. Quantitative data were analyzed using descriptive statistics and inferential tests, including one-sample t-tests, independent t-tests, and MANOVA, while qualitative data were analyzed thematically. Results indicated that teachers possessed content knowledge (CK) but lacked pedagogical knowledge (PdK) and pedagogical content knowledge (PCK). Although there is no consistent evidence supporting gender-based differences in teacher competence, male teachers demonstrated a slight advantage in (CK; d = 0.18); however, the effect size was negligible and may reflect context-specific factors, such as women‘s additional domestic responsibilities. Teachers with 6–15 years of experience demonstrated higher CK, while those with 1–5 years appeared to lack sufficient professional experience, and those with more than 15 years exhibited indications of professional fatigue. Professional practice (PP) and professional engagement (PE) were generally low, largely due to limited ongoing professional development and insufficient incentives for collaboration with colleagues, parents, and the community. Although teacher learning and experience contribute meaningfully to teaching effectiveness, the lack of significant competence differences by qualification or experience in PdK, PCK, and other PP and PE subscales may indicate widespread reliance on routine instructional strategies, particularly group discussions. The study recommends curriculum revision, targeted professional development, peer collaboration, mentorship programs, enhanced in-service refreshment training, and engagement strategies for all CED teachers to enhance overall competence and ultimately improve the quality of education.