In the context of rapidly evolving educational demands and social expectations, the formation of personal competence in modern teachers has become a critical area of focus. This article examines the conceptual and practical problems associated with developing the personal competence of educators in the 21st century. Drawing on pedagogical theory and recent empirical studies, the research highlights key challenges such as emotional resilience, adaptability, ethical responsibility, communication skills, and continuous professional development. The article identifies a gap between institutional teacher training programs and the dynamic skill sets required in real classroom environments. Through qualitative content analysis and selected case studies, the study presents evidence that a lack of targeted psychological-pedagogical support and reflective practice opportunities hinder the holistic development of teacher identity and effectiveness. The findings suggest that the integration of personalized, reflective, and context-sensitive approaches in teacher education is essential to foster professional autonomy, motivation, and social-emotional intelligence among modern educators.

Teacher competence, Personal development, Professional identity, Reflective practice, Emotional intelligence, Pedagogical challenges, 21st-century teaching, Teacher training

OECD – Education 2030: Learning Compass Overview of future-ready teacher competencies, including personal and emotional skills. https://www.oecd.org/education/2030-project/

UNESCO – Teacher Task Force for Education 2030 Reports on teacher well-being, competence development, and global education trends. https://teachertaskforce.org/

ERIC (Education Resources Information Center)Academic papers and research articles on teacher training, emotional competence, and reflective practice. https://eric.ed.gov

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