Background: Today, teachers' self-efficacy is one of the most important issues in education. On the other hand, studies have shown that ethics and professional development play an important role in self-efficacy. Therefore, the aim of the present study was to predict self-efficacy based on professional ethics and professional development. Method: The method of the present study was descriptive-correlation and applied in terms of purpose. The statistical population was all student-teachers of Farhangian University of Isfahan province in the academic year 2009-2010. Based on Morgan and Krejcie (1990) table, 150 people were selected as a research sample by random sampling method. The research instruments were Martin (2003) Teacher self-efficacy questionnaire, Petty professional ethics questionnaire (1995) and professional development questionnaire, the reliability of which was 0. 86 with Cronbach's test. Descriptive statistics (frequency, percentage and mean) were analyzed by Spss26 software and inferential statistics (structural equations) were analyzed by Amos24 software. Results: Data analysis showed that the path coefficient of professional development with self-efficacy is equal to 0. 54 and professional ethics with self-efficacy is 0. 69 (P <0. 05). Also, about 0. 76 of the changes in the criterion variable, i. e. self-efficacy, can be explained by "professional development" and "professional ethics. " Conclusion: It can be concluded that professional ethics and professional development have a significant relationship with self-efficacy and therefore it is necessary to pay more attention to the ethics and professional development of student physical education teachers.

Teachers' professional identity, professional vitality and creativity are three major factors that appear to affect teachers' professional life in EFL contexts. The main purpose of this study was to scrutinize the network of associations among these three variables and their respective subscales. Participants of this study were 300 Iranian EFL teachers from secondary school. We used teacher's professional identity questionnaire developed by Beijaard, Verloop, and Vermunt (2000), a modified version of professional vitality; one of the sub-scale of Skovholt Practitioner professional Resiliency and Self-Care Inventory (2010) and creativity style questionnaire developed by Kumar & Holman (1997), to measure the variables. The results of Structural Equation Modeling (SEM) analysis confirmed the hypothesized model of relationships among the study variables. The final model of the network of associations among variables also revealed significant correlations among various subscales of the study. The findings of this study have various implications for language teachers and psycholinguistic researchers.

This paper argues that understanding what is offered as professional development frames what matters in English language teaching in a national education system. Analyzing these offerings articulates the values and perceptions of the work environment in which teachers live professionally. The Learning4Teaching (L4T) project is a multi-country series of national studies that examine public-sector English language teachers’ experiences of professional development. The studies document 1) the learning opportunities provided in the national context, 2) how teachers view participating in these opportunities, and 3) what they believe they take from them. Drawing on data from the first phase of the study (#1 above), this paper examines the provision of professional development to ELT teachers in the ‘independent’ (public school) sector in Qatar between 2012 and 2015. Of the 150 events offered during this period, 50% concerned teaching methodology. The university/training center sector provided the bulk of professional development (79% of events). The professional development offerings presented teachers with a view of English language teaching as: highly focused on methodological expectations and skills; driven by a set of policy priorities around managing the learning environment, assessment, and standards; in which methodological knowledge and skills are seen as the currency of a teaching identity.

Introduction: One of the priorities of nursing education is to provide solutions to nurses’ questions so that they can remain in their career and render professional services. Committed nurses work harder to improve their careers. professional status can boost nurses’ confidence. Objective: To determine the relationship between professional status and professional commitment in nurses working in hospitals of Kashmar City, Iran. Materials and Methods: This analytical cross-sectional study was performed on 230 nurses working in Kashmar City hospitals. They were selected by the census method in 2019. The data collection tools were the nursing professional status questionnaire and the Clikeman and Henning professional commitment questionnaire. The obtained data were analyzed with the Spearman, Kruskal-Wallis, and Mann-Whitney U statistical tests. Results: The Mean± SD age of the nurses was 31. 57± 6. 82 years (35. 5% men and 64. 5% women). Their Mean± SD score of professional status was 44. 09± 6. 19, and their Mean± SD score of professional commitment was 48. 04± 9. 42. The highest score of professional status belonged to the self-confidence component. The Spearman correlation coefficient showed a significant relationship between the dimensions of self-confidence, treatment team staff, and community in professional status and professional commitment of nurses (P<0. 05). Confidence was the most important predictor for professional involvement in terms of professional status dimensions (R2=0. 228). Conclusion: Health policymakers are advised to take the necessary steps and develop professional status promotion programs and skills related to maintaining professional commitment in nurses.