The ICT competences of teachers remain a crucial issue for educational development. This work aims to establish a framework to specify the relations of the two elements of competence (technological and pedagogical) and analyze the influence of key personal and contextual factors. The data were collected from a questionnaire in a sample of 868 teachers from primary and secondary education in Comunidad Valenciana (Spain). The results show the importance of a multivariate approach to assess the complexity of the problem. They provide an overview of the influences of different personal and contextual factors that go beyond the many contributions based on univariate approaches. This is very relevant to the development of education policies for both programs for endowments as those aimed at teacher training.