Alhashmi, M., & Moussa-Inaty, J. (2021). Professional learning for Islamic education teachers in the UAE. British Journal of Religious Education, 43(3), 278-287.
Alzayed, Z. A., & Alabdulkareem, R. H. (2021). Enhancing cognitive presence in teachers’ professional learning communities via reflective practice. Journal of Education for Teaching, 47(1), 18-31.
Asadi, S., Hasani, M., Ghaleei, A., Rahmani, S,. Sheikhi, Z., & Ostovar, F (2017). Empowerment of teachers and organizational learning capacity of the school. ContemporaryPsychology, 12(Suppl.), 132-137. [In Persian]
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Baumfield, V. M., Hall, E., Higgins, S., & Wall, K. (2009). Catalytic tools: Understanding the interaction of enquiry and feedback in teachers’ learning. European Journal of Teacher Education, 32(4), 423-435.
Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2020). The effects of distributed leadership on teacher professional learning: Mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 1-23.
Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, 1-13.
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7(2), 548-556.
Carpenter, D. (2018). Intellectual and physical shared workspace: Professional learning communities and the collaborative culture. International Journal of Educational Management, 32(1), 121-140.
Carter, R. S. (2017). A case study of the relationship between professional learning communities and teacher efficacy (Doctoral dissertation). Concordia University, Oregon.
Cooper, R., Fitzgerald, A., Loughran, J., Phillips, M., & Smith, K. (2020). Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?. Teachers and Teaching, 26(7-8), 558-576.
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational Leadership, 66(5), 46-53.
Dayant, Z. (2020). The role of principals' educational leadership in predicting the professional learning of elementary school teachers in Mashhad (Master's thesis). Hekmat Razavi Institute of Higher Education. [In Persian]
De Jong, L., Meirink, J., & Admiraal, W. (2021). Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning. Research Papers in Education, 1-24.
De Jong, W. A., Lockhorst, D., de Kleijn, R. A., Noordegraaf, M., & van Tartwijk, J. W. F. (2022). Leadership practices in collaborative innovation: A study among Dutch school principals. Educational Management Administration & Leadership, 50(6), 928-944.
Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 29(4), 634-659.
Durksen, T. L., Klassen, R. M., & Daniels, L. M. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66.
Evers, A. T., Kreijns, K., & Van der Heijden, B. I. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162-178.
Gall, M., Borg, W., & Gall, J. (2017/1396) Quantitative and qualitative research methods in educational sciences and psychology. Translated by Ahmadreza Nasr et al. Tehran: SAMT. [In Persian]
Geijsel, F. P., Sleegers, P. J., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427.
Ghaleei, A., & Mohajeran, B. (2015). Examining the professional learning programs of primary school teachers and providing suggestions for improving their quality in Urmia city. The first Conference on Psychology, Educational and Social Sciences, Babol, Iran. [In Persian]
Hallinger, P., & Hosseingholizadeh, R. (2020). Exploring instructional leadership in Iran: A mixed methods study of high-and low-performing principals. Educational Management Administration & Leadership, 48(4), 595-616.
Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341-357.
Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464–476.
Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the principal instructional management rating scale. Springer.
Ho, D., & Lee, M. (2016). Capacity building for school development: current problems and future challenges. School Leadership & Management, 36(5), 493-507.
Horváth, L., Simon, T., & Kovács, A. (2015). Development and embedding of the horizontal learning system into the Hungarian institutional system of pedagogical service. In ATEE Annual Conference (pp. 24-26).
Hosseingholizadeh, R., Amrahi, A., & El-Farr, H. (2020). Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: A mediation model. Professional Development in Education, 1-18.
Hoy, W. K., & Miskel, C. G. (2018/1397). Educational Administration: Theory, Research and Practice. Translated by Nader Soleimani et al. Tehran: SAMT. [In Persian]
Huang, L., Zhang, T., & Huang, Y. (2020). Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy. Studies in Educational Evaluation, 66, 100893.
Johnston, J., & George, S. (2018). A tool for capacity building: teacher professional learning about teaching writing. Teacher Development, 22(5), 685-702.
Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2020). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 1-20.
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501-528.
Liu, S., Hallinger, P., & Feng, D. (2016). Learning-centered leadership and teacher learning in China: Does trust matter?. Journal of Educational Administration. 54, 661e682.
Li, L., Hallinger, P., & Ko, J. (2016a). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.
Li, L., Hallinger, P., & Walker, A. (2016b). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42.
Livingston, K. (2012). Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity?. Educational Research 54(2), 161-172.
Mei Kin, T., & Abdull Kareem, O. (2021). An Analysis on the implementation of professional learning communities in Malaysian secondary schools. Asian Journal of University Education, 17(1), 192-206.
Mejang, A., & Suksawas, W. (2021). The impacts of a face-to-face training in combination with line application and professional learning communities on English teacher development. English Language Teaching, 14(4), 25-33.
Minea, A., Nusche, D., Sinnema, C., & Stoll, L. (2021). Teachers' professional learning study: Diagnostic report for the Flemish Community of Belgium.
OECD Publishing.
https://doi.org/10.1787/7a6d6736-en
Munro, J. (2005). Building the capacity for professional learning: A key component of the knowledge of effective school leaders in the twenty-first century. Seminar Series Paper 148, IARTV, Melbourne.
Nabhani, M., & Bahous, R. (2010). Lebanese teachers’ views on “continuing professional development”. Teacher Development, 14(2), 207-224.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.
Orangi, A., Gheltash, A., Shahamat, N., & Yosleyani, G. (2011). An investigation into the impact of in-service training on the professional performance of teachers of Shiraz. Journal of New Approaches in Educational Administration, 2(5), 95-114. [In Persian]
Porcell, M. A. (2020). Veteran elementary teachers' perceptions about teacher professional development: A phenomenological study (Doctoral dissertation). Azusa Pacific University.
Qureshi, N. (2016). Professional development of teacher educators: Challenges and opportunities (Doctoral dissertation). University of Warwick.
Rifai, Zh., Hasani, R., & Mohammadi, M. (2020). Dimensions and components of teachers' professional learning community: A qualitative study, Journal of School Administration 8(1), 369-341. [In Persian]
Salo, P., Francisco, S., & Olin, A. (2024). Understanding professional learning in and for practice. Professional Development in Education, 1-16.
Sleegers, P., den Brok, P., Verbiest, E., Moolenaar, N. M., & Daly, A. J. (2013). Toward conceptual clarity: A multidimensional, multilevel model of professional learning communities in Dutch elementary schools. The Elementary School Journal, 114(1), 118-137.
Spann, A. M. (2018). Teacher's description of multiple initiatives implementation: A phenomenological study (Doctoral dissertation). Concordia University, Oregon.
Supreme Council of the Cultural Revolution (2019). Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran. [In Persian]
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970.
Tayag, J., & Ayuyao, N. (2020). Exploring the relationship between school leadership and teacher professional learning through structural equation modeling.
International Journal of Educational Management.,
34(8), 1237-1251.
https://doi.org/10.1108/IJEM-11-2018-0372
Thien, L. M., Liu, S., Yee, L. Q., & Adams, D. (2021). Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian school context: A partial least squares analysis.
Educational Management Administration & Leadership, 51(4), 809-830.
https://doi.org/10.1177/17411432211009892
Thoonen, E. E., Sleegers, P. J., Oort, F. J., & Peetsma, T. T. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460.
Vanlommel, K., van den Boom-Muilenburg, S. N., Thesingh, J., & Kikken, È. (2023). How a sense of collective efficacy influences teacher learning during change: The role of academic optimism and shared vision. Journal of Professional Capital and Community, 8(1), 1-16.
Veelen, R. V., Sleegers, P. J., & Endedijk, M. D. (2017). Professional learning among school leaders in secondary education: The impact of personal and work context factors. Educational Administration Quarterly, 53(3), 365-408.
Voelkel Jr, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526.