Abstract
The relevance of studying independent professional development (IPD) stems from the need to adapt education systems to rapidly evolving technologies and teaching methods. In conditions of limited resources and restricted access to traditional PD programs—particularly in rural areas—flexible and personalized approaches are essential. This article aims to develop an activity-based model of professional development management that enables teachers to self-direct their learning and overcome systemic constraints. The study employs a quantitative method (pre- and post-tests) to assess teacher engagement and progress, alongside qualitative tools (interviews, focus groups) to explore individual and collective needs, motivations, and barriers. Findings demonstrate high teacher engagement in self-development, improved reflective skills, and enhanced adaptation to educational technologies. The model proves effective in promoting professional growth and fostering sustainable improvements in education quality. Practically, it offers a framework for integration into Kazakhstan’s educational policy to enhance student outcomes. Theoretically, it contributes to the discourse on continuous professional development and may be adapted to other educational contexts.