Enhancing the professional competence of physical education teachers through personality-oriented training: A competency-based approach to educational transformation

Abstract

This article examined the impact of a personality-oriented, competency-based professional development program designed for in-service Physical Education (PE) teachers in Kazakhstan. Conducted by the National Center for Advanced Training “Orleu” between 2024 and 2025, the program engaged 150 teachers across five regions through a 72–80-hour modular training course. Grounded in constructivist learning theory, humanistic psychology, and competency-based education frameworks, the program aimed to enhance teachers’ reflective capacity, pedagogical flexibility, and inclusive instructional strategies. Using a mixed-methods research design, the study combined pre- and post-training self-assessment scales, classroom observations, and reflective essays. Results demonstrated statistically significant improvements across all measured domains, particularly in reflective and adaptive thinking (Cohen’s d=0.96). Qualitative data highlighted shifts in professional identity, renewed motivation, and increased empathy toward students. The findings suggest that personality-oriented training — emphasizing self-awareness, motivation, and professional autonomy — serves as a transformative mechanism in physical education reform. The study advocates for the institutionalization of such approaches within national teacher development systems and offers practical recommendations for scaling and adapting personalized, kinesthetic, and inclusive instructional models across school sports contexts.