Amiri, J. (2021). The relationship between teachers' professional development and academic performance with an emphasis on the mediating role of bonding with the school of secondary school boys. Education Management and Perspectives Quarterly, 3(1), 139-153 [Persian].
Artman, B. Danner, N., & Crow, S. R. (2020). Teacher-directed professional development: An alternative to conventional professional development. International Journal of Self-Directed Learning, 17(1), 39-50.
Behar-Horenstein, L. S., Garvan, C. W., Catalanotto, F. A., Su, Y., & Feng, X. (2016). Assessing faculty development needs among Florida's allied dental faculty. American Dental Hygienists' Association, 90(1), 52-59.
Boon, H. (2011). Raising the Bar: Ethics Education for Quality Teachers. Australian Journal of Teacher Education, 36(7), 104-121.
Cadero-Smith, L. A. (2020). Teacher Professional Development Challenges Faced by Rural Superintendents. Online Submission.
Cogan, A., Martzoukou, K. (2018). The information literacy and continuous professional development practices of teachers at a Jewish Day School, Reference Services Review, https://doi. org/10. 1108/RSR - 12 - 2017 – 0045.
Erfani, N, Amini Mofard, M. (2019). Investigating the professional development strategies of primary teachers in Laljin city. Teacher Professional Development, 5(1), 41-57.
Ertemsir E. & Bal Y. (2012). An Interactive Method for HR Training: Managers as simulation players. Procedia - Social and Behavioral Sciences, 31(2012) 870 – 874.
Fu Chang, D. (2017). Investigating the Major Effect of Principal’s Change Leadership on School Teachers’ Professional Development, IAFOR Journal o Education,5(3): 139-154.
Gandami Hassanaroudi, F., & Sajjadi, S.(2015). Digital turn and its implications for teachers' professional development: formation of learning communities among teachers. Educational Technology Quarterly, 10(3), 175-191 [Persian].
Glass, N; Khanifar, H; Agha Hosseini, Taghi and Yazdani, H., (2016). Identifying and explaining the basic competencies and professional development requirements of teacher training instructors at Farhangian University, Jundishapur Education Development Quarterly, 8(3), 149. magiran.com/p1754983 [Persian].
Hosseinian, bint al-Hadi S, Nili, M, Sharifian, F. (2019). A comparative study of the dimensions of the professional development programs of elementary teachers in Iran and selected countries. Research in educational systems, 14(49), 73-90. doi: 10.22034/jiera.2020,187554.1901[Persian].
Hosseinpour, F, Fazl Elahi Qomshi, S, Mohammadi, M. (2018). The relationship between job performance and self-efficacy with the professional development of secondary school teachers in the 2nd district of Qom. Teacher Professional Development, 4(4), 1-14 [Persian].
Ibrahim, N. (2011). Preparation and development of public secondary schools principals in Kenya. International journal of humanities and social science, 1(9), 291-301.
Ismaili M, Haniyeh, Pourkarimi, J, Jamali, E, Mirkamali, S. M. (1400). Identifying and prioritizing organizational factors affecting the professional development of faculty members: a mixed approach. Public Management Research, 14(52), 33-63 [Persian]. doi: 10.22111/jmr.2021.32756.4931
Ismaili, E, Samari, M & Hosni, M. (2019). The effect of school organizational conditions, leadership perception and teachers' motivation on the improvement of teaching activity through the mediation of professional development of elementary teachers. New Educational Approaches, 14(2), 108-128 [Persian].
Ismaili, E, Samari, M, Hosni, M. (2019). The role of school organizational trust and self-efficacy in the professional development of elementary school female teachers with the mediating role of leadership perception. Women and Society Scientific-Research Quarterly, 11(41), 79-110 [Persian].
Jafari, H, Abul Qasimi, M, Ghahrani, M, Khorasani, A. (2016). Factors of the process of professional development of elementary teachers of exceptional schools of mentally retarded group. Teaching Research, 5(2), 51-68 [Persian].
Karacabey, M. F. (2021). School Principal Support in Teacher Professional Development. International Journal of Educational Leadership and Management, 9(1), 54-75.
Kashi Nehanji, V, Esfandiari Moghadam, A, Erfani, N. (2017). Development of standard structural model of student-teacher professional development of Farhangian University based on their information literacy. Career and Organizational Counseling, 10(36), 69-102 [Persian].
Khanifar, H, Sahranoord Nishtifani, Y, Ebrahimi, S. (1400). Identifying factors affecting the professional development of faculty members of Farhangian University. Research in teacher education, 4(4), 9-40 [Persian].
Mohammadpour Beltrak, S, Izadi, S, Badleh, A. (2016). The relationship between the level of awareness and how to use the national growth network with the professional development of first year secondary school teachers. Teaching Research, 5(4), 123-142 [Persian].
Moradian Y. Investigating and determining the components of professional development of teachers of multi-grade classes. Recent Advances in Behavioral Sciences. 2021; 6 (54): 411-392[Persian].
Mousavi, S. (2019). Investigating the amount of internet usage in order to promote professional development among elementary school teachers in Isfahan. Teacher Professional Development, 5(3), 13-30. [Persian].
Perez-Foguet, A.; Lazzarini, B.s; Gine, R.; Velo, E.e; Boni, A.; Sierra, M.; Zolezzi, G., & Trimingham, R. (2017). Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies. Journal of Cleaner Production,172: 4286-4295
Pourrahim, M, Hosseinpour, R. (2019). The relationship between educational leadership and teacher self-efficacy with the professional development of primary school teachers in district 2 of Ardabil city. Applied Educational Leadership, 1(3), 65-76[Persian].
Sahlberg, P. (2010). The Secret to Finland’s Success: Educating Teachers. Stanford Center for Opportunity Policy in Education ~ Research Brief. Stanford University School of EducationBarnum Center, 505 Lasuen MallStanford, CA 94305.
Salleh, K. M., Sulaiman, N. L., Mohamad, M. M., & Sern, L. C. (2015). Academia and practitioner perspectives on competencies required for technical and vocational education students in Malaysia: A comparison with the ASTD WLP competency model. Procedia-Social and Behavioral Sciences, 186, 20-27.
Sandals, L., & Bryant, B. (2014). The evolving education system in England: A “temperature check” (DfE-Research Report No. 359). London: Department of Education. Retrieved February 11, 2015, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219167/v01-2012ukes.pdf
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and TeacherEducation, 57, 14-25.
Soleimani, N; Fathi Vajargah, K; Hosseini, M; Haqqani, M., (2019). Synthesis of key success factors in education and professional development through gamification based on Roberts model, Educational Innovations Quarterly, 19(76), 7-38. magiran.com/p2236059 [Persian].
Steele, D., & Zhang, R. (2016). Enhancement of teacher training: Key to improvement of English education in Japan. Procedia-Social and Behavioral Sciences, 217,16-25.
Steinberg, M. P. (2014). Does greater autonomy improve school performance? Evidence from a regression discontinuity analysis in Chicago. Education Finance and Policy, 9(1), 1-35.
Talkhabi M, Rahmati Z., Moradi A. (2019). Professional development of teachers and conceptual change through knowledge building environment. Cognitive Psychology Quarterly. 8 (1): 53-66[Persian].
Wynants, S., & Dennis, J. (2018). Professional development in an inline context: opportunities and challenges from the voices of college faculty. Journa of educator online, 15(1): 15-28.
Zahedi., S, Bazargan A. (2013). Faculty members' opinion about their professional development needs and ways to meet the needs. Quarterly Journal of Research and Planning in Higher Education. 19 (1): 69-89 [Persian].
Zein,M.S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2),293-313.