Introduction

The modern educational policy of the Russian Federation imposes high requirements on the quality of teacher training. The introduction of updated Federal State Educational Standards (FSES) and the implementation of the national project “Education” have brought the issue of continuous professional development of teachers to the forefront. However, the traditional system of professional development, which is based on large‑scale courses, is often formal in nature and does not take into account the real needs of a particular teacher.

A contradiction arises between the need to build individual professional growth trajectories and the unified approach to adult education within the education system. This gives rise to the research problem: to find effective models for organizing an in‑school system of continuous education capable of ensuring targeted growth in the professional competence of teachers.

The aim of the study is to theoretically substantiate, develop, and test a model of continuous professional development for teachers that ensures the transition of participants from the critical and permissible zones of professional competence to the optimal zone.

The study is based on systemic, competency‑based, and andragogical approaches. We consider a teacher’s professional competence to be an integrative characteristic that includes not only a set of knowledge and skills but also personal readiness for teaching, as well as the ability for reflection and self‑development.

An analysis of the works by V.A. Adolf, I.A. Zimnyaya, and A.K. Markova shows that competence is not a static quantity. In the context of the rapid updating of knowledge (especially in a digital environment), continuous education becomes the only mechanism for maintaining professional readiness. We rely on the idea that effective adult education is possible only if it is integrated into practical activities and the solution of real professional tasks.

The study was conducted at the MBOU “Primary School – Kindergarten No. 8” in Belgorod. Twenty‑one teachers and representatives of the administrative staff took part in the diagnostics.

Methodological tools:

1. The “Assessment of the Professional Orientation of a Teacher’s Personality” methodology (5 scales: sociability, organization, focus on the subject, intelligence, motivation to receive approval).

2. The “Diagnostics of a Teacher’s Professional Training and Personal Qualities” methodology (assessment on a 10‑point scale across four blocks: scientific and theoretical, psychological and pedagogical, methodological training, and personal readiness).

Quantitative and qualitative analysis methods, as well as the calculation of average values and percentage shares, were used to process the data.

Comprehensive diagnostics made it possible to categorize the teaching staff according to the level of development of their professional competence (Table 1).

Table 1. Distribution of teachers by level of professional competence

Data analysis showed that the institution’s human resources potential is high, but 19% of teachers are in the risk zone. The largest gap between groups was recorded in the “Methodological training” category.

The assessment of personal qualities (Table 2) revealed a direct correlation: teachers at the optimal level (Nos. 5, 8, 10, 13, 16, 19) demonstrate pronounced organizational skills and a strong focus on the subject matter. Teachers at the critical level (Nos. 7, 15, 21) demonstrate a systemic deficit of personal qualities (low sociability, low level of organization), which indicates the risk of professional burnout. No deviations were identified on the “Motivation to Approve” scale, which confirms the objectivity of the data.

Table 2. The intensity of professionally important personal qualities of teachers.

Based on the data obtained, a three‑track model of continuous education has been developed, with a duration of 9 months. The program is based on the principles of targeting and modularity.

Track 1. “Overcoming Deficits” (for 4 teachers at the critical level). Objective: to enhance basic competencies and correct personal distortions. Content: emotional burnout prevention training, a workshop on modern educational technologies, assignment of an individual tutor from among teachers at the optimal level.

Track 2. “Professional Growth” (for 10 teachers at an acceptable level)

Objective: Systematization of knowledge and mastering of innovative tools.

Content: Modules “Teacher’s Digital Literacy”, “Working with Gifted Children and Children with Special Needs”, “Scientific and Methodological Work” (preparation for certification and writing articles).

Track 3. “Innovative Leadership” (for 7 teachers at an optimal level)

Objective: Dissemination of best practices.

Content: Development of original methodological products, training in mentoring technologies, expert activity in the school’s methodological council.

Organizational forms: corporate seminar‑workshops (once per quarter), project micro‑groups, monthly tutorials, mutual observation of lessons.

The effectiveness of the model will be assessed during a control assessment at the end of the academic year.

Quantitative criteria:

1. Reduction of the share of teachers at the critical level to 0–5%.
2. Transfer of at least 60% of teachers from the permissible group to the optimal group.
3. Growth of the average integrative indicator for the team by at least 0.8 points.
4. Qualitative criteria:
5. The appearance of a bank of methodological developments at the school.
6. A decrease in the level of conflict and an improvement in the psychological climate (according to the data from repeated diagnostics of personal qualities).
7. An increase in the level of pedagogical reflection.

Conclusion:

The conducted study confirms the hypothesis that the development of a teacher’s professional competence is most effective when implementing a targeted model of continuous education. The heterogeneity of the team identified at the ascertainment stage requires abandoning front‑line instruction in favor of differentiated tracks. The proposed three‑track system not only helps to address the professional deficits of teachers in the “at‑risk” group but also transforms leading teachers into a resource for the development of the entire educational organization, creating a stable internal ecosystem for professional growth.