SELF-MANAGEMENT AS A STRATEGY FOR TEACHER PROFESSIONAL DEVELOPMENT
DOI:
https://doi.org/10.54662/veresen.3.2026.05Keywords:
personal management, professional burnout, SMART goals, stress resistance, time managementAbstract
This scientific article examines the concepts of self-management and teacher self-management, defining personal management within the context of optimising the effectiveness of intellectual workers. It outlines the evolution of self-management and explores the conditions for implementing professional competence among educators under the current demands of educational development, contemporary psychological challenges, and the socio-political situation in Ukraine. The paper highlights the contradictions of applying self-management in the daily practice of school teachers. Through a comparative analysis of various research approaches, the study clarifies the essence of teacher self-management as an integrative personal and professional competence. It identifies and systematises the key challenges of modern pedagogical work, analysing the factors behind their emergence. Self-management is positioned as a strategic framework for organising teacher activities and ensuring successful professional self-realisation. The article proposes a comprehensive set of strategic guidelines for teacher self-management, focusing on four pillars: time-management, smart-management, stress-management, and strategic goal-setting. Each area is evaluated based on its practical utility for solving specific pedagogical tasks and the adaptability of its tools. Furthermore, a comparative matrix of teacher behaviour models, comparing unstructured behaviour with systematic strategic self-management, is presented. Finally, the paper offers practical recommendations for enhancing teachers' self-management, focusing on professional skill development, the integration of digital technologies, objective goal-setting, and the cultivation of self-regulation skills.
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