Professional self-development strategies for educators in contemporary educational settings
Abstract
The article explores the issue of professional self-development of educators in modern educational contexts. It analyzes theoretical approaches, identifies key determinants of effectiveness, and examines factors that facilitate or hinder the process. The research combines a review of contemporary scientific literature with empirical data from an independent anonymous survey of educators conducted in December 2024. The findings highlight that self-improvement is crucial for career growth, adaptation to innovations, and the enhancement of teaching quality.
Effective self-development relies on internal and external factors. Internal determinants include motivation, self-regulation, creativity, and openness to innovation, while external factors involve administrative support, access to educational resources, financial incentives, and participation in professional communities. Self-assessment and reflection play a key role, enabling educators to analyze their practices, refine teaching methods, and improve pedagogical efficiency.
The study identifies key barriers such as excessive workload, financial constraints, and limited institutional support. Many educators face a lack of structured professional development programs and insufficient access to modern learning technologies, hindering continuous learning. The integration of digital tools, including online platforms, virtual seminars, and adaptive learning systems, is recognized as a vital strategy for overcoming these challenges and broadening opportunities for lifelong learning.
The article concludes that fostering a supportive educational environment, implementing targeted self-improvement strategies, and integrating innovative methodologies are critical for sustainable professional growth. Future research should focus on developing comprehensive self-development models, optimizing digital resource use, and enhancing motivation systems that encourage lifelong learning among teachers.
