Introduction and Objective: In the present era, the role of teachers as key agents in educational development is more prominent than ever. This research aims to investigate the lived experience of teachers in Kazerun city regarding self-development skills.
Research Methodology: The research method is qualitative using the phenomenological method. The sampling method was purposeful to select experienced teachers and instructors. Therefore, in this research, semi-structured interviews were conducted with 20 experienced teachers and instructors (based on the theoretical saturation rule). In this study, to increase the accuracy and precision of qualitative data, the interview transcripts were returned to the interviewees to confirm or correct the accuracy and correctness of the concepts. Also, the samples were selected in a way that covered the diversity of perspectives and continued until theoretical saturation was reached. In addition, two instructors familiar with qualitative research reviewed the texts and concepts to increase the validity of the data.
Findings: The research findings showed that teachers' self-development skills have six main components, including self-motivation, professional growth, computer literacy, self-leadership, normativity, and soft skills (integrated in self-leadership). These skills are internal, self-centered, and multidimensional in nature and emphasize the role of motivation, self-leadership, and continuous learning. Also, a supportive environment and an effective educational structure play an important role in facilitating teachers' personal development. Overall, the proposed model can be the basis for planning for teachers' professional empowerment.
Conclusion: The results of the study showed that teachers' self-development skills include components such as self-motivation, professional growth, computer literacy, self-leadership, normativity, and soft skills. Among them, self-leadership plays a central role and guides other components towards personal and professional growth. Also, a supportive environment and appropriate educational structure play an effective role in strengthening these skills. These findings can be the basis for designing teacher empowerment programs.