iranian efl teachers' professional identity reflection as the predictor of their continuing professional development and creativity

Teachers are crucial elements of the educational system and their professional development is of great importance. the aim of the present study was to investigate whether iranian efl teachers’ level of professional identity reflection is a predictor of their continuing professional development and creativity. in other words, the goal of this study was to find out whether professional identity reflection is related to the efl teachers’ continuing professional development and creativity. the other goal of the current study was to investigate the level of the efl teachers’ professional identity reflection is related to the efl teachers’ continuing professional development creativity. using available sampling, the researcher asked 60 efl teachers to participate in this study. three questionnaires were used to gather the required data. the first one was the english language teacher creativity scale (elt-cs) (pishghadam, baghaei & shayesteh, 2012), which was used to assess the level of teachers’ creativity. the other instrument was the professional development perception questionnaire (pdpq) (soodmandafshar & ghasemi, 2018), which was used to assess the efl teachers’ perceptions of professional development, and the last one was teacher's professional identity questionnaire developed by beijaard, verloop, and vermunt (2000). the results of data analysis revealed that the level of the iranian efl teachers’ creativity was higher than the average level. it was also indicated that there is a significant relationship between efl teachers' creativity and their professional development. the results also showed that the level of iranian efl teachers' professional identity reflection was a predictor of their continuing professional development and creativity.