Background/purpose. Despite the contributions of existing literature, there is a clear deficiency in studies that systematically address the development of pedagogical acmeology skills as a core component of teacher training programs. This study aims to address this gap by examining pedagogical acmeology as a holistic approach to improving essential skills in future educators, aiming to understand how teacher training can be improved to meet contemporary educational demands. Materials/methods. This study employed a validated psychometric survey instrument designed to measure acmeological competencies—self-regulation, resilience, self-efficacy, and collaborative skills—among pre-service teachers. Data were collected from 174 participants using a Google Form during the autumn semester of the 2024–2025 academic year. The survey development involved an iterative process with expert review and pilot testing. Confirmatory Factor Analysis was used for validation. Descriptive and inferential statistical methods, including Mann-Whitney U and Kruskal-Wallis tests, were used to analyze demographic group differences and factor relationships. Results. Female pre-service teachers scored significantly higher than males in Self-Regulation and Reflective Practices and Self-Efficacy in Pedagogical Skills, while no gender differences were observed for Goal Orientation and Resilience or Collaborative Skills and Peer Learning. There were no significant correlations between age and the survey factors, and no significant differences were found across academic disciplines. The survey instrument demonstrated high reliability, with a Cronbach’s alpha of 0.89 and validity, with all factors showing significant loadings in the Confirmatory Factor Analysis. Conclusion. The findings highlight the importance of embedding acmeological skills in teacher education curricula to enhance professional excellence and adaptability in future educators. Gender differences observed in certain competencies suggest the need for targeted strategies to support male pre-service teachers. © The Author(s), 2025.
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