Personal Development of Students as Understood by Teachers, School Psychologists, and Pedagogical Counselors

The paper presents an empirical study of students‘ personal development in the context of school practices. The methodological foundations of the study are revealed in the search for a link between theoretical models and indicators of personal development and pedagogical practice in Bulgarian schools. On this basis, the way in which teachers, school psychologists, and pedagogical counselors perceive and evaluate the importance of the personal development of the students they work with and the impact of the school is explored. The results provide new insights into students‘ personal development. Guidelines for practical interventions and impact in the school context emerge.