Professional Growth of Primary School Teachers as the Key to Effective Learning of Primary School Students

Abstract

The article explores the phenomenon of professional growth of primary school teachers as a key factor in ensuring the effectiveness of the educational process in the context of contemporary education reforms in Ukraine. The study emphasizes that a teacher's professional development is a continuous, multifaceted process that involves not only formal qualification improvement but also the advancement of reflective thinking, self-education skills, digital literacy, and the ability to implement innovative teaching methods. Particular attention is paid to the role of the teacher in creating a learner-centered environment that fosters the holistic development of younger students – intellectual, emotional, and social. The research highlights the importance of systemic support, including institutional conditions, mentorship, and motivational factors, which contribute to the formation of competent, motivated, and adaptive educators. The article substantiates the thesis that effective professional growth of teachers in primary education directly influences students’ academic achievements and overall school success, thus serving as a strategic resource for the long-term transformation of the Ukrainian educational system.

Key words: teacher’s professional growth; primary school; pedagogical mastery; lifelong education; educational environment; professional competencies; reflection; quality of education.