Abstract
This study aims to refine a model of self-initiated professional development (SIPD) tailored to the specific features of Kazakhstan’s educational system. It focuses on teachers’ developmental trajectories, the frequency of professional initiative across SIPD subprocesses, and the constraints that hinder its expression. The study employed surveys, document analysis, and content analysis to explore existing SIPD practices among pedagogical college teachers in the Almaty region. It also examined the barriers limiting teachers’ professional initiative within SIPD. The research identified a wide variety of professional growth pathways, largely aligned with a cyclical 6S model: self-awareness, self-determination, self-manifestation, self-organization, self-actualization, and self-realization. These subprocesses are supported by reflective practices, self-assessment, and feedback mechanisms. However, external constraints such as regulatory pressure and insufficient resources limit the frequency and diversity of teachers’ initiatives. Adapting SIPD to the individual needs of teachers and reducing institutional constraints are essential for fostering their autonomy and sustained professional engagement. The findings highlight the need for a more flexible SIPD support system that actively encourages teacher initiative, minimizes systemic barriers, and enhances reflective and self-directed growth.