Professional Achievements of Teachers: Scientific Representations and Longitudinal Analysis of Changes

The article presents an analysis of research by Russian scientists devoted to the identification, evaluation and support of professional achievements of teachers conducted in the period from 2001 to 2023. In the course of the analysis, the authors also identified some features of the development by scientists of the substantive aspects of the concept of «professional achievements of teachers». On this basis, to compare of the results of the author's research in 2000 and 2023 on the essence of professional achievements, the peculiarities of their perception by teachers, as well as the actual significance of individual components of achievements is determined. Based on the results of theoretical analysis, generalization and interpretation of the empirical data obtained, the authors formulated a number of possible management decisions aimed at providing conditions for the professional development of teachers of preschool and schools in the modern realities of Russian education.