Study on the Professional and Personal Development Needs of Teachers
Relevant data regarding the challenges faced in their careers, access to training and mentorship, as well as the competencies required for quality education
Highlights
In an educational context that is constantly changing, it is essential for the education system to provide effective mechanisms for training and support for teachers and educational leaders.
The quality of education is directly dependent on the competencies and continuous development of teachers.
The Republic of Moldova has adopted educational policies aligned with European and international standards, and the "Education 2030" Development Strategy aims to improve the quality and relevance of education, including by strengthening the system of continuous professional development for teachers.
However, challenges persist, including the alignment of initial training with the real needs in the classroom, insufficiently developed mechanisms for professional integration and career advancement, as well as limited capacities to cope with professional stress.
In this context, the Ministry of Education and Research has established the National Institute for Education and Leadership with the aim of modernizing and restructuring the continuous training of teachers and school managers. A key element of this initiative is the National Mentorship Program, implemented with the support of UNICEF Moldova and the European Union, which aims to train 1,000 mentors to support teachers in their professional and personal development.
This study aims to identify and analyze the needs of teachers, providing a solid foundation for the development of educational policies and training programs adapted to current requirements.
The research provides relevant data regarding the challenges faced in careers, the level of access to training and mentorship, as well as the competencies required for quality education.
The results of the study will contribute to the development of strategic measures to improve the training and professional support provided to teachers, thus facilitating the development of a more efficient educational system that is better adapted to the requirements of modern society.
This study was conducted with the support of UNICEF, the Ministry of Education and Research, and INEL, as part of the "Promoting Quality Education and Lifelong Learning Opportunities for All" Program, financially supported by the European Union.
