摘要：The issues and the underlying motives behind second / foreign language teachers’
professional development have been increasingly investigated by the experts and
practitioners in the field due to its vital role in determining teachers’ success. In
line with such concerns, the current study was conducted to explore the underlying
factors constituting the newly developed teachers’ professional development scale.
It also intended to find the professional development factors that Iranian EFL
teachers use to enhance teaching effectiveness. 142 Iranian male and female
practicing teachers were conveniently selected to cooperate in this study. They
were asked to answer the 18- item Likert scale questionnaire and express their
attitude about the contributing factors. Three sources of evidence were used to
support the validity of the questionnaire including content validity, reliability
coefficient, and factor analysis. The result of exploratory factor analysis depicted
that this questionnaire consists of two underlying components: self- regulation and
other-regulation components. It was also realized that Iranian EFL teachers tend to
rely more on their own experiences and capacities rather than external guide and
support in their professional development. Further research can focus on
qualitative data collection procedures such as interviewing teachers in order to
realize their views toward the factors that help them develop professionally.
