Introduction and the Purpose of the Study: The global health crisis has significantly transformed the educational system internationally, outlining new challenges and opportunities for teachers and school staff. This study explores professional development strategies for global educators during the post-COVID era, particularly the connections among psychological, cultural, and professional factors that influence educators’ career development and adaptation to change. This study aims to provide future ideas into how schools and educators can explore and investigate ongoing uncertainties, focusing on the integration of new teaching technologies, professional growth opportunities, and strategies for enhancing motivation and job satisfaction.
Methodology: Peer-reviewed articles, books, and reports are analyzed to explore themes such as teacher motivation, professional identity, workplace support, and career sustainability. This study will discuss the relevance of different educational publications about how educators adapt to challenges in the post-COVID era, particularly in global settings where cultural and institutional differences shape professional development.
Potential Findings (and Discussion): The results of this study will provide a comprehensive background about how teachers and school staff explore and investigate their professional development in a post-pandemic context. The emphasis on self-efficacy, outcome expectations, and external support highlights the need for culturally responsive training, mentorship programs, and institutional support systems.
Keywords: career development; culturally responsive training; post-COVID education; professional development; teacher motivation