Introduction and goal: Schools, as one of the key institutions in shaping the future of society, play a vital role in cultivating aware, creative, and committed human resources. In this context, the professional development of managers and teachers emerges as a fundamental strategy for enhancing the quality of education, increasing learning effectiveness, and achieving the overarching goals of the educational system. Rapid technological, social, and cultural changes have further intensified the need to revise the knowledge, skills, and attitudes of managers and teachers. Therefore, the purpose of this study is to identify professional development models for managers and teachers based on theoretical foundations and modern learning approaches.
Research methodology: This study employed a descriptive–analytical method based on library research. Data were collected through note-taking, theoretical content analysis, and a systematic review of previous studies.
Findings: The evolution of professional development models has moved from a one-dimensional focus on knowledge, attitude, or process towards integrated and multi-dimensional patterns that simultaneously encompass individual, organizational, cultural, and ethical dimensions. Learning approaches have evolved from pedagogy (instructor-centered) and andragogy (self-directed) towards heutagogy (learning how to learn), which addresses the need for adaptability in complex and unpredictable conditions. Native models strongly emphasize contextualization, practicality, and attention to structural obstacles and implementation challenges, which are necessary conditions for the effectiveness of programs. An emerging key finding is the necessity of transitioning from individual development to the development of the school learning ecosystem, where strengthening collective capacity, professional networks, and a collaborative culture provides the foundation for realizing all advanced individual models.
Conclusion:. Effective professional development must transcend mechanical models and focus on creating sustainable learning ecosystems. In this paradigm, teachers' self-directed learning is nurtured within a rich context of interaction, organizational support, and professional ethics to achieve continuous improvement and educational quality.