the relationship between school culture and efl teachers' professional development

The present study aimed to shed light on the relationship between school culture and iranian efl teachers' professional development. to this end, 120 efl teachers teaching in different institutes of tonokabon and ferdows were selected randomly. to achieve the study results, two open-ended questionnaires and a semi-structured interview were developed and used in the data collection process. the study used a mixed methods approach and utilized both quantitative and qualitative data gathering and analysis. teachers were asked to provide answers to questionnaires (school culture and professional development). quantitative data demonstrated a strong correlation between variables and indicated a meaningful association between teachers' professional development and school culture. a positive correlation between the process component of school culture, and teachers' professional development, was also observed. furthermore, the relationship between the relationship component of school culture, and teachers' professional development was positive. but, the relationship between the task component of school culture and teachers' professional development was not meaningful. qualitative data further revealed that school culture could impact teachers' professional development.