Promoting Teacher Professional Development: the Role of Individual and Contextual Factors

Zahra Rastegar Haghighi Shirazi, Mohammad Sadegh Bagheri, Firooz Sadighi, Lotfollah Yarmohammadi


The purpose of this study was to investigate the individual and contextual factors conducive to teacher professional development. The study which aimed at identifying the predictors of teacher development consisted of in-depth interviews with 15 teachers. Data gleaned from in-depth interviews were analyzed utilizing content analysis. Some common themes that emerged from the qualitative data included (a) learning goal orientation (b) teacher self-efficacy, (c) professional commitment (d) organizational climate, and (e) learning organization culture.  Theoretical and practical implications of the study are discussed.



Teacher professional development, Learning goal orientation, Teacher self-efficacy, Professional commitment, Organizational climate, Learning organization culture

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