References

• Antoniou, P., & Kyriakides, L. (2013). A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes. Teach. Teach. Educ. Teaching and Teacher Education, 29(1), 1-12.
• Bartlett, M. S. ( 1954). A note on the multiplying factors for various chi square approximations. . Journal of the Royal Statistical Society,, 16 (Series B),, 296-298.
• Clarke, D., & Hollingsworth, H. (2002). Elaborating a Model of Teacher Professional Growth. Teaching and Teacher Education, 18(8), 947-967.
• Cooper, B., & Cowie, B. (2010). Collaborative research for assessment for learning. Teaching and Teacher Education, 26(4), 979-986. doi: http://dx.doi.org/10.1016/j.tate.2009.10.040
• Daloglu, A. (2004). A professional development program for primary school English language teachers in Turkey: designing a materials bank. International Journal of Educational Development, 24(6), 677-690.
• Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41(0), 34-41. doi: http://dx.doi.org/10.1016/j.tate.2014.03.003
• Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. doi: http://dx.doi.org/10.1016/j.tate.2015.06.003
• Flynn, R. M., Lissy, R., Alicea, S., Tazartes, L., & McKay, M. M. (2016). Professional development for teachers plus coaching related to schoolwide suspensions for a large urban school system. Children and Youth Services Review, 62, 29-39. doi: http://dx.doi.org/10.1016/j.childyouth.2016.01.015
• Fullan, M., & Stiegelbauer, S. M. (1991). The new meaning of educational change. [Toronto?]; New York, NY: Ontario Institute for Studies in Education ; Teachers College Press, Teachers College, Columbia University.
• Gilleece, L., Shiel, G., Perkins, R., & Proctor, M. (2009). Teaching and Learning International Survey. In E. R. C. Doublin (Ed.). Doublin, Ireland.
• Guskey, T. R. (1985). Staff Development and Teacher Change. Educational Leadership, 42(7), 57-60.
• Guskey, T. R. (1986). Staff Development and the Process of Teacher Change. Educational researcher, 15(5), 5-12.
• Kaiser, H. (1970). A second generation little jiffy. Psychometrika Psychometrika, 35(4), 401-415.
• Khuanwang, W., Lawthong, N., & Suwanmonkha, S. (2016). Development of Evaluation Standards for Professional Experiential Training of Student Teachers. Procedia - Social and Behavioral Sciences, 217, 878-886. doi: http://dx.doi.org/10.1016/j.sbspro.2016.02.020
• Lai, C. (2015). Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. Computers & Education Computers & Education, 82(3), 74-83.
• Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. doi: http://dx.doi.org/10.1016/j.tate.2015.11.007
• Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. doi: http://dx.doi.org/10.1016/j.tate.2014.03.006
• Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307. doi: http://dx.doi.org/10.1016/j.tate.2016.01.021
• Ninlawan, G. (2015). Factors Which Affect Teachers' Professional Development in Teaching Innovation and Educational Technology in the 21st Century under the Bureau of Special Education, Office of the Basic Education Commission. Procedia - Social and Behavioral Sciences, 197, 1732-1735. doi: http://dx.doi.org/10.1016/j.sbspro.2015.07.228
• Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K. (2015). Linking professional development, teacher outcomes, and student achievement: The case of a learner-centered mathematics program for elementary school teachers. International Journal of Educational Research, 72, 26-37. doi: http://dx.doi.org/10.1016/j.ijer.2015.04.002
• Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146-159.
• Saroyan, A., & Trigwell, K. (2015). Higher education teachers' professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92- 101. doi: http://dx.doi.org/10.1016/j.stueduc.2015.03.008
• Schön, D. A. (1987). Educating the reflective practitioner : toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
• Shamim, F. (2008). Trends, issues and challenges in English language education in Pakistan. Asia Pacific Journal of Education, 28(3), 235-249.
• Thacker, E. S. (2015). http://dx.doi.org/10.1016/j.jssr.2015.10.001
• Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38. doi: http://dx.doi.org/10.1016/j.tate.2016.03.003
• Warsi, J. (2004). Conditions Under Which English is Taught in Pakistan. Sarid Journal.
• Weiping, W. (2005). Evaluation of 2 2 alternative teacher performance appraisal program in Shanxi, People's Republic of China. Available from database. http://worldcat.org /z-wcorg/
• Williams, M., & Burden, B. (1997). Innovation and teacher development:A collaborative approach. In J. Field, A. Graham, E. Griffiths & K. Head (Eds.), Teachers Develop Teachers Research (pp. 113-125.): IATEFL Publications Kent.
• Wyse, D., Sugrue, C., Fentiman, A., & Moon, S. (2014). English language teaching and whole school professional development in Tanzania. International Journal of Educational Development, 38, 59-68. doi: http://dx.doi.org/10.1016/j.ijedudev.2014.04.002