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Abstract: Relevance of the problem. The modern education system of the Russian Federation is undergoing an active reform in order to improve the quality of education, professional competence of specialists in this field and minimize their professional deficits. All this implies dynamic changes not only at the level of the structure of the education system and educational activities, but also at the level of serious changes in the approach to professional activity, its implementation and self-realization in it. That is, we are talking about two phenomena: self-development and self-realization of the teacher, psychologist, social pedagogue, etc. specialists of the education system-which must be comprehensively studied, which is very important for psychological and pedagogical theory and practice, including the development of effective tools for the implementation of reforms in education. The objectives of the study were review of the literature on the problem of theoretical understanding of the essence of the scientific content of the concepts of “self-development” and "self-realization" on the basis of comparative analysis, the definition of the features of each category, their boundaries, basic characteristics and hierarchical relationships in the structure of the individual involved in professional activity, in particular in pedagogical, psychological and pedagogical. Description of the study. The article clarifies, taking into account various theoretical and applied approaches in Western and domestic psychology, the scientific content of the categories of “self-development” and “self-realization” in the aggregate of their essential features. Is their a detailed comparative analysis with the identification of similarities, differences and relationships. According to the structural model of self-realization of the personality of S. I. Kudinov-A. I. Krupnova (2008), its forms are distinguished: external, internal, types: activity, social, personal. In refraction of self-development and self-realization to activity, contents of concepts “professional self-development” and “professional self-realization”, with identification of their characteristics, stages and parameters, and also specifics of refraction in pedagogical and psychological and pedagogical activity are specified. The content of such concepts as: “productive professional self-realization”, “negative professional self-realization”, “subjectivity”, “professional self-realization of the teacher (teacher)” is specified, the main criteria of productive professional self-realization, features of self-realization of the personality of the teacher and the teacher-psychologist are allocated. Research result. In the course of the work, the operationalization of the studied concepts was carried out, their most important characteristics for further research of the level of development of professional self-realization of employees of the education system were revealed. Main conclusions. Comparative analysis of the studied categories allowed us to come to the conclusions: 1) the categories of “self-development” and “self-realization”-close, but different scientific concepts, each of which has its own scientific content, boundaries and essential characteristics; 2) self-development is a kind of activity context of self-realization of the individual and-wider — its self-realization; 3) self-development and self-realization of the individual are complementary and interrelated processes in the structure of the individual, but self-development is primary and directed at the individual, and self-realization is secondary and represents the individual in the outside; 4) self-development is carried out in the context of self-transcendence of the individual, and is a set of basic and latent qualities that provide the possibility of its progressive development, and is closely related to such features of the individual as reflexivity, openness, self-determination, self-efficacy, etc.; 5) self-realization is always a process, the way of development and transformation of the individual, which she chooses and carries out in a particular type of professional activity, in particular due to such features of the individual as independence, initiative, creativity, responsibility, organization, the ability to integrate and consolidate in group activities; 6) professional self-realization of teachers, on the one hand, has similar indicators, on the other hand, specific differences due to the uniqueness of the direction of activity, for example, pedagogical, psychological and pedagogical; 7) problems of professional self-development and self-realization of the teacher (teacher) are more developed and generalized in psychology (pedagogical psychology), in comparison with other categories of pedagogical workers, for example, the teacher-psychologist that needs additional studying, systematization and generalization.