Analysis and Interpretation of the Basic Professional Competences and Standards for Teachers

This study investigates the core professional competencies and standards required of teachers in North Macedonia, aiming to clarify their significance in improving the quality of teaching and learning. The objective of the study is to analyze how these competencies are defined and implemented in national policy documents and how they influence teaching effectiveness. A quantitative research methodology was employed, involving a survey conducted with 284 primary school teachers from various regions. The findings confirm the hypothesis that continuous professional support significantly affects the success of teaching and learning processes. Results show that a majority of respondents strongly agree with the need for sustained professional development opportunities. This study highlights key areas of teacher competencies, including planning, instruction, assessment, and responsiveness to student needs. The paper concludes with recommendations for enhancing teacher development policies to align better with both national standards and international best practices.