Abstract
In the modern context of increasing demands for the quality of education, ensuring continuous and practice-oriented professional development of teachers becomes a key task. Despite the existence of effective support models, such as the cyclical model of self-directed professional development (SDPD), the problem remains of the lack of concrete tools for their implementation and for evaluating their effectiveness in the practice of educational institutions.
The aim of the study is to develop an algorithm for implementing the cyclical model of professional growth (SDPD) and to determine a set of criteria for assessing its effectiveness. The methodological basis of the research is a systems approach. The study applied methods of theoretical analysis and design. To ensure the validity of the developed system of criteria and indicators, an independent expert evaluation was conducted, followed by statistical data processing.
The main result of the study is the developed algorithm for introducing the cyclical SDPD model, which details the sequence of actions from diagnosing the teacher’s needs to analyzing the results and adjusting the individual development plan. The second significant result is the set of criteria and indicators of the algorithm’s effectiveness, grouped into the categories of “feasibility,” “systematicity,” “effectiveness,” and “satisfaction.” The validity of the criteria was confirmed by a high degree of expert agreement.
The practical significance of the study lies in the fact that its results provide educational institutions with specific tools to move from a theoretical model to a managed practice of teachers’ professional growth. This research addresses an urgent scientific and practical problem of operationalizing the cyclical SDPD model. The developed algorithm and system of criteria create the basis for further testing and for obtaining objective data on the effectiveness of professional growth support, thus outlining the prospects for future research.