Teacher Competency and Professional Development in Non-Native English Countries: The Karakalpakstan Perspective.

This article examines teacher competency and professional development in non-native English contexts,focusing on Karakalpakstan, Uzbekistan. Using mixed methods, the study analyzes national reforms, certification policies,and CPD programs influencing English teachers’ pedagogical and linguistic development. The findings reveal highengagement in professional development but uneven impact due to contextual, institutional, and psychological barriers.The study emphasizes contextualized CPD, intercultural competence, and sustained mentoring as key factors for sustainableteacher professionalism.