Alexander, A., Wyatt, M., & Maier, A. (2020). Only you can prevent burnout? Factors influencing job satisfaction among special education teachers. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912X.2020.1724874
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821
Borg, S. (2015). Teacher cognition and language education: Research and Practice. London: Bloomsbury Publishing. https://doi.org/10.5040/9781474219983
Borg, S. (2015). Beyond the workshop: CPD for English language teachers in S. Borg (Ed.), Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/s0261444803001903
Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a mitigating factor for teacher burnout. Journal of Education, 199(3), 166–178. https://doi.org/10.1177/0022057419864525
Burgess, T., Turvey, A., & Quarshie, R. (2000). Teaching grammar: Working with student teachers. Changing English, 7(1), 7–21. https://doi.org/10.1080/135868400109708
Burns, A., & Richards, J. C. (2009). Cambridge guide to second language teacher education (1st ed.). Cambridge University Press.
Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., & Decano, P. (2016). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: Randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13–28. https://doi.org/10.1002/pits.21980
Creswell, J.W. (2013) Research design: qualitative, quantitative, and mixed methods approaches (4th ed.), SAGE Publications, Inc., London.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In C. Day, & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (pp. 3-32). Maidenhead: Open University Press.
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), In Handbook of self-determination research (pp. 3–33). Rochester, NY: Rochester University Press.
Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers’ success. TESL-EJ, 24 (3), 1-27. EJ1275848
Farrell, T. S. C. (Ed.). (2008). Novice language teachers: Insights and perspectives for the first year. London: Equinox.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge, 2015. TESOL Journal, 6(4), 792–795. https://doi.org/10.1002
Farrell, T. S., & Ives, J. (2014). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
Farrell, T. S., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9(2), 1-13.
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321–336. https://doi.org/10.1002/pits.21901
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. https://doi.org/10.1002/job.322
Gegenfurtner, A. (2011). Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions. Educational Research Review, 6(3), 153–168. https://doi.org/10.1016/j.edurev.2011.04.001
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. https://doi.org/10.1016/j.tate.2013.12.001
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. https://doi.org/10.3102/0013189x015005005
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186x.2016.1217819
Hattie, John (2012) Visible learning for teachers. British Journal of Educational Technology, 43(4), E134–E136. https://doi.org/10.1111/j.1467-8535.2012.01347_7.x
Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H., Emeljanovas, A., Valantiniene,I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123–130
Hiver, P., & Dörnyei, Z. (2015). Language teacher immunity: A double-edged sword. Applied Linguistics, amv034. https://doi.org/10.1093/applin/amv034
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57(s1), 127–151. https://doi.org/10.1111/j.1464-0597.2008.00358.x
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102-128. http://nflrc.hawaii.edu/rfl/April2011/articles/kuzborska.pdf
Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487–497. https://doi.org/10.1016/j.learninstruc.2009.07.003
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. https://doi.org/10.3102/0034654307309921
Li, L. (2013). The complexity of language teachers’ beliefs and practice: One EFL teacher’s theories. The Language Learning Journal, 41(2), 175–191. https://doi.org/10.1080/09571736.2013.790132
Li, Q., & Mohammad, L. A. (2025). The key elements about how to improve English language educators’ teaching competence through continuous professional development (CPD).
Journal of Ecohumanism, 4(3), Article 5877. https://doi.org/10.62754/joe.v4i3.5877
Liu, W. S., Li, X. W., & Zou, Y. M. (2018). The formation of teachers’ intrinsic motivation in professional development. Integrative Psychological and Behavioral Science, 53(3), 418–430. https://doi.org/10.1007/s12124-018-9465-3
Liu, W., Yuan, R., & Zhang, H. (2017). An exploratory study of school counselling teachers’ motivation changes. Journal of Education for Teaching, 44(2), 237–240. https://doi.org/10.1080/02607476.2017.1370480
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). MBI: The Maslach burnout inventory manual. Palo Alto, CA: Consulting Psychologists Press.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23(8), 1272–1288. https://doi.org/10.1016/j.tate.2006.06.001
Nasimi, S., & Ghaemi, F. (2022). Perceptions of EFL Teachers to Continuous Professional Development in Iran. Journal of Foreign Language Teaching and Translation Studies,7(1),105-131. https://doi.org/ 10.22034/efl.2022.323990.1135
Nessaei, H., & Kazemi, S. (2024). On the relationship between Iranian EFL teachers’ technological pedagogical content knowledge (TPCK) and their willingness to attend continuing professional development (CPD) courses. Journal of Research in Techno-Based Language Education,4(1), 1-18
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
Pedder, D., & Darleen Opfer, V. (2011). Planning and organization of teachers’ continuous professional development in schools in England. The Curriculum Journal, 22(4), 611–612. https://doi.org/10.1080/09585176.2011.630818
Qamariah, H., & Hercz, M. (2025). The impact of professional development programs on English as a foreign language instructors in higher education institutions. Education Sciences, 15(8), 1071. https://doi.org/10.3390/educsci15081071
Qi, J., & Derakhshan, A. (2023). Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment. Porta Linguarum: An International Journal of Foreign Language Teaching and Learning, 41, 311–327. https://doi.org/10.30827/portalin.vi2023c.29656
Ravandpour, A. (2019). The relationship between EFL teachers’ continuing professional development and their self‑efficacy: A structural equation modeling approach. Cogent Psychology, 6(1), 1–13. https://doi.org/10.1080/23311908.2019.1568068.
Robinson, O. P., Bridges, S. A., Rollins, L. H., & Schumacker, R. E. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303. https://doi.org/10.1111/1471-3802.12448
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saeidi, M., Samii, A., Zoghi, M., & Hadidi, N. (2024). Unveiling the interplay of continuing professional development strategies and teacher success in the Iranian EFL context. Journal of English Language Pedagogy and Practice, 17(1), 172–197. https://doi.org/10.71586/jal.2024.09021151612
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204–220. https://doi.org/10.1108/13620430910966406
Schwille J, Dembele M, & Schubert, J. (2007). Global perspectives on teacher learning: Improving policy and practice. Paris: UNESCO.
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519-532. https://doi.org/10.1111/bjep.1208
Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104. https://doi.org/10.1080/13598660801971658
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
Tabatabaee-Yazdi, M., Motallebzadeh, K., Ashraf, H., & Baghaei, P. (2018). Continuing professional development strategies: A model for the Iranian EFL teachers’ success. SAGE Open, 8(1), Article 2158244018764234. https://doi.org/10.1177/2158244018764234
Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342–358. https://doi.org/10.1016/j.cedpsych.2014.08.002
Wyatt, M., & Ončevska Ager, E. (2016). Teachers’ cognitions regarding continuing professional development. ELT Journal, 71(2), 171–185. https://doi.org/10.1093/elt/ccw059
Yaghoubinejad, H., Zarrinabadi, N., & Nejadansari, D. (2017). Culture-specificity of teacher demotivating: Iranian junior high school teachers caught in the newly introduced CLT trap. Teachers and Teaching, 23(2), 127-140.
Yang, J. (2021). Understanding and enhancing Chinese TEFL teachers’ motivation for continuing professional development through the lens of self-determination theory. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.768320
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12. https://doi.org/10.1016/j.system.2014.02.002
Zhaleh, K., Ghonsooly, B., & Pishghadam, R. (2018). Effects of conceptions of intelligence and ambiguity tolerance on teacher burnout: A case of Iranian EFL teachers. Journal of Research in Applied Linguistics, 9(2), 118-140.
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: Relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
Zheng, X., & Borg, S. (2013). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221. https://doi.org/10.1177/1362168813505941
)