predicting efl teachers’ professional development based on well-being and reflection

Adopting a mixed-methods approach, the present study examined the role of psychological well-being (pwb) and reflection as predictors of professional development by using three hundred and fifty iranian english language teachers as a sample. a structural equation modeling was performed to identify the way in which pwb and reflection could predict professional development among english teachers. in so doing, the valid instruments of three constructs were administered among teachers to collect the data. the findings indicated that both pwb and reflection significantly predicted professional development for iranian teachers. nevertheless, pwb seemed to be a stronger predictor of professional development. the qualitative analysis of the data also unrevealed a number of main themes which contribute to explaining the findings obtained in the quantitative phase. the results are further discussed and pedagogical implications are presented.