This article aims to substantiate the professional growth trajectory of teachers based on the acmeological approach by identifying its structural stages, driving forces (motivation, reflection, competence integration), and conditions leading to peak professional performance. The analysis of scientific literature demonstrates that acmeology interprets teachers’ professional development within the triad of “continuous growth–self-regulation–performance effectiveness.” Professionalism is understood not merely as a set of knowledge and skills, but as a stable system of personal-axiological orientation, reflective management, and creative productivity.

In the CIS scientific school, the criteria and conditions of teachers’ professional development—particularly methodological foundations, determinants of professionalism, and personal-professional maturity—have been thoroughly elaborated, with special emphasis on acmeological factors, conditions, and diagnostic approaches. In Uzbek research, the acmeological approach has been enriched through practical instruments such as the “acmeogram,” which supports the design of professional trajectories by enhancing pedagogical mastery, reflection, and competencies.

Within the national context, regulatory documents on institutional support for continuous professional development create an organizational basis for implementing professional growth trajectories in practice. As a result, a conceptual model of teachers’ professional growth trajectories (including stages, indicators, mechanisms, and influencing factors) and practical recommendations for educational institutions are proposed.