Teacher self-directed learning and self-professional development: Perspectives and challenges in contemporary educational reality

This paper explores the concepts of self-directed learning (automorphism) and self-professional development (self-epimorphosis) among teachers as central pillars of lifelong learning and professional growth. It analyzes the theoretical foundations of these concepts, the motivating forces that drive teachers into these processes, and the factors that either facilitate or impede them. The article highlights the critical importance of continuous personal and professional upgrading for educators to adapt to modern pedagogical demands, enhance the quality of teaching, and promote innovation in the school environment.