Given the key role that teachers play in improving the quality of education, it was deemed necessary to create a model for teachers’ self-improvement. To this end, 14 curriculum planning experts were interviewed in depth and in a semi structure format. The validity of the collected data was confirmed by the participants. Analysis of the data yielded 80 open, 23 axial, and 6 selective codes that were organized within a six dimensional model. These dimensions include causal conditions, the main phenomenon, teaching, social, and digital competencies, strategies, background conditions, and interventional conditions. To validate the model, views of experts was sought, reaffirming its theoretical validity. As such, self-improvement is a complex and continuous process that is impacted by different factors. Nevertheless, the model can help policy-makers and administrators, as well as the teachers themselves, in improving the quality of education.