Holstein, A., Prilop, C.N., Kleinknecht, M. and Weber, K.E. (2021).

Innovative approaches for teacher

professional development: Examples of blended, video-and coaching-based professional development
programmes in Germany. In Quality in Teacher Education and Professional Development (pp. 83-93).
Routledge.

Huang, J. 2021. Sustainability of professional development: a longitudinal case study of an early career
ESL teacher’s agency and identity. Sustainability, 13(16), 9025.

Huang, J., and Yip, J.W.C. 2021. Understanding ESL teachers’ agency in their early years of professional
development: A Three-Layered Triadic Reciprocity Framework. Front. Psychol. 2021.

Huang, J., Lock, K., and Teng, F. 2019. Autonomy in English language teaching: A case study of novice
secondary school teachers in Hong Kong. Chin. J. App. Linguist., 42, 3–20.

Huang, J., Wang, Y., and Teng, F. 2021. Understanding changes in teacher beliefs and identity formation:
A case study of three novice teachers in Hong Kong. Teach. Educ., 32, 193–207.

Hug, B S & Mork, S.M. 2021. Taking 21 st Century Skills from vision to classroom: What teachers highlight
as supportive professional development in the light of new demands from educational reforms. Teaching
and Teachers Education. 100. P 103286
Huntereece, A. A. 2021. Collaborative Leadership. GIRE Consultants and Coaching.

Huntereece, A. 2021. Shifting Paradigms: Using Action Research to Redefine Engagement in Faith
Formation in Unitarian Universalism. Antiooch University.
Ibrahim, A.M. (2012). Thematic Analysis: A Critical Review of its Process and evaluation. West East
Journal of Social Sciences, Volume 1 Number 1.
Ikhsanudin, I. (2021). Virtual professional development forum for rural teachers in kalimantan barat.
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 219-234.
International Encyclopedia of Education (2014). 582-586.

”IT and MOOC". ‫ مروة ممدوح محمد على‬Relationship with Acquisition Collaborative Leadership Skills
For Instructional technology studenst" 2023 ,‫مجلة البحوث فی مجاالت التربیة النوعیة‬
Jacobs M. (2023). “Grade r student teacher Experience of work integrated learning. University of
Pretoria South Africa
Jesacher-Roessler, L. A., & Agostini, E. (2021). Responsive leadership within professional learning
networks for sustainable professional learning. Professional Development in Education, 1-15.

Jesacher-Roessler, L.A. & Agostini, E. (2022). Responsive leadership within professional learning networks
for sustainable professional learning. Professional Development in Education, 48(3), pp. 364-378.

John C. Hill, J., C., Kristina Hains, K. D., and Hains, B. J. (2023). International Leadership Development
Through Learner-centered Instruction. Journal of Leadership Education. DOI: 10.12806/V22/I1/T1

Jowsey, T., Deng, C. & Weller, J. (2021). General-purpose thematic analysis: a useful qualitative method
for anaesthesia research. BJA Education, 21(12), pp. 472-478.

Juuti, K., Lavonen, J., Salonen, V., Salmela-Aro, K., Schneider, B. and Krajcik, J. (2021). A teacher–
researcher partnership for professional learning: Co-designing project-based learning units to increase
student engagement in science classes. Journal of Science Teacher Education, 32(6), 625-641.
Karlberg, M., and Bezzina, C. (2022). The professional development needs of beginning and experienced
teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641.

Kennedy, A. (2022). Teacher professional learning in Scotland during (and after) the COVID-19 pandemic:
a story of hope and humanity? International Journal for Research in Education, 46, Special issue, 126-
166.

Kitzinger, J. (1995). Qualitative Research: Introducing Focus Groups. Education and Debate, The BMJ.

Kratka, J.H. (2022). Teaching Profession in Experienced Teachers' Stories. In INTED2022 Proceedings (pp.
2289-2293). IATED.

Kurz, B. and do Amaral, M.P. (2023). Philanthropising Teacher Education? The Emerging Activities of
Corporate Philanthropy in Teacher Development. Revista Española de Educación Comparada, (42), 109-
132.

Kutsyuruba, B. (2023). Document Analysis in Varieties of Qualitative Research Methods, pp. 139–14.
Lambert, M. (2012). A beginner’s guide to doing your education research project. London: Sage.

Lawrence, R.L., (2017). Understanding collaborative leadership in theory and practice. New Directions for
Adult and Continuing Education, 2017(156), pp.89-96.
Lay, C.D., Allman, B., Cutri, R.M., and Kimmons, R. (2020). Examining a decade of research in online
teacher professional development. Frontiers in Education, 1-10.

Leballo, M., Griffiths, D. and Bekker, T. (2021). Differentiation practices in a private and government high
school classroom in Lesotho: Evaluating teacher responses. South African Journal of Education, 41(1).

Lekhetho, M. (2013). Lesotho: Organisation, structures and challenges. Education in Southern Africa, 55-
80.

Lekhetho, M. (2021). Exploring factors influencing the performance of high-achieving secondary schools
in Lesotho. Issues in Educational Research, 31(3), 871-890.

Lerang, M.S., Ertesvåg, S.K. and Virtanen, T. (2021). Patterns of teachers’ instructional support quality
and the association with job satisfaction and collegial collaboration. Educational Psychology, 41(10),
1300-1318.

Lesotho. Ministry of Education. (1992). Education Sector Development Plan: 1991/92-1995/96. Ministry
of Education.

Li, Y. & Zhang, S. (2022) 'Qualitative data analysis', in Applied Research Methods in Urban and Regional
Planning. Springer, Cham, pp. 149-165.

Lincoln, Y. & Guba, E. (2013). The Constructivist Credo. Walnut Creek, California: Left Coast Press Inc.

Lochmiller, C.R. (2021). Conducting Thematic Analysis with Qualitative Data. Qualitative Report, 26(6).

Lopez, A., Seghers, M., Cabus, S. and März, V. (2022). School leadership as collective profession: A mixed
methods study on the role of professional learning communities in times of crisis. In Comparative and
International Education Society Conference (CIES).

Maak, T., Pless, N.M. and Wohlgezogen, F. (2021). The fault lines of leadership: Lessons from the global
Covid-19 crisis. Journal of Change Management, 21(1), 66-86.

Maboya, M.J., Jita, L.C. and Chimbi, G.T. (2022). Reaping the Rewards of Professional Development:
Evidence from Mathematics Teachers' Pedagogical Practices. International Journal of Instruction, 15(1).

Mafuwane, B.M., and Pitsoe, V.J. (2014). Circuit managers as agents of school development and support:
A conceptual analysis. Mediterranean Journal of Social Sciences, MCSER Publishing, Rome-Italy Vol 5 No
9.

Makafane, T.D. (2022). Mentoring and induction for the professional development of beginning teachers

Manju Gundumogula. (2020). Importance of Focus Groups in Qualitative Research. International Journal
of Humanities and Social Science (IJHSS), Center for Promoting Ideas (CPI), USA, 8(11), pp. 299-302.

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K.D., van Merriënboer, J.J. and Renkl, A. (2023).
Knowing what matters: Short introductory texts support pre-service teachers ‘professional vision of
tutoring interactions. Teaching and Teacher Education, 124, 104014.

Mass, J., Schoch, S., Scholz, S.U., Rackow, P., Schüler J., Wegner, M., and Keller, R. (2022). School
principals' social support and teachers' basic need satisfaction: The mediating role of job demands and
job resources. Social Psychology of Education.

Matete, R. E. (2009). The impact of primary school inspection on teaching and learning in Tanzania: A
study of Mbeya city district (Master's thesis).

McChesney, K. and Aldridge, J.M. (2021). What gets in the way? A new conceptual model for the
trajectory from teacher professional development to impact. Professional Development in Education,
47(5), 834-852.

McCombes, S. & George, T. (2022). What Is a Research Methodology? | Steps & Tips. Scrib.

McCombes, S. (2022). What Is a Case Study? Definition, Examples & Methods. Scribbr.

McCoy, S., & Lynam, A. M. (2021). Video-based self-reflection among pre-service teachers in Ireland: A
qualitative study. Education and Information Technologies, 26(1), 921-944.

McMullin, C. (2021). Transcription and Qualitative Methods: Implications for Third Sector Research.
VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations.

Meem, M.I. (2020). Importance of Epistemology and Ontology in Research Design and Methodology.

Merriam, S.B. & Tisdell, E.J. (2016) Qualitative research: A guide to design and implementation. 4th edn.
Jossey Bass.

Mickel, A.E., and Farrell, S. (2021). Practicing collaborative leadership: Demonstrating value through
evidence of. In Parks Stewardship Forum, 37 (2).

Miller, P., Lane, J., & Jaeggi, K. (2022). School leaders leading curriculum inclusion: Re-culturing
pedagogy, re-imagining the student experience. Equity in Education & Society.

Ministry of Education. (2000). Impact assessment For the education Sector; 1997 and 1998. Maseru:
Government Printer.

Modha, B. (2021). Collaborative leadership with a focus on stakeholder identification and engagement
and ethical leadership: A dental perspective. British Dental Journal, 231(6), 355-359.

Mofolo, M.I. (2017). A Professional Development intervention in the teaching of English in the rural high
school in Lesotho. University of Pretoria.

Mohale, M.C. (2022). The principals' role in promoting ethical behaviour among primary school teachers
in the Matelile area of the Mafeteng district (Doctoral dissertation, National University of Lesotho).

Mohamed, M.M., Amin, Z.M., and Sayed, N.A. (2022). MOOC and its Relationship with Acquisition
Collaborative Leadership Skills For Instructional Technology Students Instructional Technology Dep.
Faculty of specific Education. Minia University

Montesinos, Cristina Honrubia, et al. (2023). Early Childhood Teacher Professional Development in
Physical Education and Its Impact on Preschooler Motor Development. In Research Anthology on Early
Childhood Development and School Transition in the Digital Era (pp. TBD).

Mooya, E., and Mulenga, I.M. (2021). Education Standards Officers Supervision Roles of Curriculum
Implementation in Choma District in Zambia: What do Teachers Think? Multidisciplinary Journal of
Language and Social Sciences Education, 4(1), 90-113.

Mphunyane, M.Z. (2021). Teacher identities and mathematics classroom practices in selected primary
schools in Lesotho (Doctoral dissertation, University of the Free State).

Mugarura, P., Ssempala, F., & Nachuha, S. (2022). Role of In-service teacher training as a tool for the
student’s performance in selected public secondary schools in Kisoro District. International Journal of
Educational Policy Research and Review, 9, 1-13.

Munoz Chereau, B., and Ehren, M. (2021). Inspection Across the UK: How The Four Nations Intend to
Contribute to School Improvement. London: Edge Foundation.

Musarrat, S., Sudeepta, P. & Ranajee, R. (2019). Sampling in Qualitative Research. IFHE University, India.

Ngole, D. M., & Mkulu, D. G. (2021). The role of school heads’ supervision in improving quality of
teaching and learning: a case of public secondary school in Ilemela district Mwanza Tanzania. Int. J. Engl.
Literat. Soci. Sci, 6(1), 59-73.

Nembambula T.A. (2023). A need Analysis: Teachers’ Experiences of in service Training on Inclusive
Education. University of Pretoria. South Africa.
Ngole, D. M., and Mkulu, D.G. (2021). The role of school heads’ supervision in improving quality of
teaching and learning: a case of public secondary school in Ilemela district Mwanza Tanzania. Int. J. Engl.
Literat. Soci. Sci., 6(1), 59-73.

Nguyen, D., & Nguyen, D. (2020). Teacher collaboration for change: Sharing, improving, and spreading.
Professional Development in Education, 46(4), 638-651.

Nguyen, D., Pietsch, M. and Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects
of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education,
106, 103463.

Nguyen, T.N.M., Whitehead, L., Dermody, G. & Saunders, R. (2022). The use of theory in qualitative
research: Challenges, development of a framework and exemplar. Journal of Advanced Nursing, 78(1),
pp. e21-e28.
Nieuwmeijer, A.C. (2023). Powerful Play: The potential of professional development in musical play to
support early years teachers' music education.

Njenga, N.M., & Maina, S. (2018). The Influence of Collaborative Leadership on Team’s Performance (A
Case study of Kingdom SACCO). IOSR Journal of Business and Management (IOSR-JBM), 20(12), VI, 54-58.

Nokhanyo, M. & Lesley, W. (2015). Using Drawings and Collages as Data Generation Methods with
Children: Definitely Not Childs Play. International Journal of Qualitative Methods, 14.

Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2021). Collegial collaboration when planning and
preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’
professional development. Teaching and Teacher Education, 108, 103513.

Núñez-Canal, M., de Obesso, M.D.I., & Pérez-Rivero, C.A. (2022). New challenges in higher education: A
study of the digital competence of educators in covid times. Technological Forecasting and Social
Change, 174, Article 121270.

O’Dowd, R., & Dooly, M. (2022). Exploring teachers’ professional development through participation in
virtual exchange. ReCALL, 34(1), 21-36.

O’Kane, P., Smith, A. & Lerman, M.P. (2021). Building transparency and trustworthiness in inductive
research through computer-aided qualitative data analysis software. Organizational Research Methods,
24(1), pp. 104-139.

Or, M.H., & Berkovich, I. (2021). Participative decision making in schools in Soist and collectivist cultures:
The micro-politics behind distributed leadership. Educational Management Administration & Leadership.
DOI: 10.1177/17411432211001364

Ortega, L. Z., Boda, Z. I., Ghompson, I. H., & Daniels, H. (2020). Understanding the structure of school
staff advice relations: An inferential social network perspective. International Journal of Educational
Research, 99, Article 101517.

Özalp, U., Ramazan Y. & Ibrahim K., (2016). Mentoring Functions of School Principals as Predictor of the
Level of Job Satisfaction of Assistant Principals. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(2), 455-494.

Pare, I. (2019). Teacher Professional Development. Social Science, Education and Humanities Research,
434, International Conference on English Language Teaching (ICONELT Zakiyuddin Camp team of
Language Center Kampung

Pennerman, A.J., & Connery, M.C. (2022). Innovations in Teacher Professional Development: Integrating
Social and Cultural Competencies for Inclusive Excellence. In Handbook of Research on Credential
Innovations for Inclusive Pathways to Professions (pp. 335-355). IGI Global.

Parnther, C. (2022). The Role of Online Communities in Leadership Development and Collaborative
Mentoring. In Voices from Women Leaders on Success in Higher Education (pp. 173-185). Routledge.

Patton, M.Q. (1999) 'Enhancing the quality and credibility of qualitative analysis', Health Services
Research, 34(5), pp. 1189–1208.

Patton, M.Q. (2015). Qualitative research and evaluation methods. Sage.

Pennerman, A.J., & Connery, M.C. (2022). Innovations in Teacher Professional Development: Integrating
Social and Cultural Competencies for Inclusive Excellence. In Handbook of Research on Credential
Innovations for Inclusive Pathways to Professions (pp. 335-355). IGI Global.
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development
around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1),
107-136.

Portillo, J., and Lopez de la Serna, A. (2021). An international perspective for ‘Improving teacher
professional development for online and blended learning: a systematic meta-aggregative review’.
Education Tech Research Dev, 69, 25–28.

Portillo, J. & Lopez de la serna, A., (2020). An International Perspective for improving teacher
professional development for online and blended learning: a systematic meta aggregative review.
Educational Technology Research and Development, 69 (1) pp25-28

Prenger, R., Poortman, C. L., & Handelzalts, A. (2021). Professional learning networks: From teacher
learning to school improvement? Journal of Educational Change, 22(1), 13-52.

Purnell, K., (2022). Elementary Educators’ Perceptions of Common Core Mathematics Standards for
English Language Learners (Doctoral dissertation, Walden University).
Rapley, T. (2007) Doing conversation, discourse and document analysis. London: Sage.

Richards, J.C., & Schmidt, R. (2003). Longman dictionary of language teaching and applied linguistics.
Beijing: Foreign Language Teaching and Research Press.

Rodrigues, M. E. (2022). An overview of the development and implementation of a school inspection

system in the Cayman Islands.

Rodriguez, G., & McKay, S. (2010). Professional development for experienced teachers working with
adult English language learners. CAELA Network Brief.

Routledge, P.B. & Hogg, J.L.C. (2020) 'In-depth Interviews', Wiley Online Library.

Saarijärvi, M. & Bratt, E. (2021). When face-to-face interviews are not possible: tips and tricks for video,
telephone, online chat, and email interviews in qualitative research. Eur J Cardiovasc Nurs, Oxford
University Press.

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development.
Teaching and Teacher Education, 101, 103305.

Sandberg, B., Stasewitsch, E. & Prümper, J. (2022). Skills Development through Virtual Art-Based
Learning: Learning Outcomes of an Advanced Training Program for Project Managers. Education Sciences,
12(7), p. 455.

Saw, K. K., & Preudhikulpradab, S. (2021). Leveraging Leadership, Collaboration, and Decision-Making to
Improve Team Effectiveness: A Case of Education Gathering Group (EGG) Alumni Network in Kayin State,
Myanmar. AU-GSB e-JOURNAL, 14(1), 37-44.

Scarborough, C. (2022). PROFESSIONAL DEVELOPMENT: What Technology Can Improve in the Classroom.

Shal, T., Ghamrawi, N. & Ghamrawi, N.A., (2024). Webinars for teacher professional development:
perceptions of members of a virtual professional community of practice. Open Learning: The Journal of
Open, Distance and e-Learning, pp.1-17.
Scherer, R., Siddiq, F., Howard, S. & Tondeur, J., (2022). The more experienced, the better prepared? New
Evidence on the relation between Teachers’ Experience and their readiness for online teaching and
learning.
Scherer, R., Siddiq, F., Howard, S. K., & Tondeur, J. (2023). The more experienced, the better prepared?
New evidence on the relation between teachers’ experience and their readiness for online teaching and
learning. Computers in Human Behavior, 139, 107530.

Schlebusch, G.J. (2020). Collaborative leadership and sustained learner academic performance in
secondary schools: a blaming game? Africa Education Review, 17(3), 74-89.

School Management and Regulations. (1988).

Schuster, J., Hartmann, U. and Kolleck, N. (2021). Teacher collaboration networks as a function of type of
collaboration and schools' structural environment. Teaching and Teacher Education, 103, Article 103372.

Setungoane, L. (2010). School leadership and teacher professional development in Lesotho: a case study
of two secondary schools in Leribe District. University of the Witwatersrand.

Shambaugh, N. (2023). Applying a teaching decision cycle to the design of online learning within faculty
professional development. In Research Anthology on Remote Teaching and Learning and the Future of
Online Education (pp. 598-616). IGI Global.

Shahzad, S.K., Ahmed, D., Naqvi, M.R., Mushtaq, M.T., Iqbal, M.W. & Munir, F., (2021). Ontology driven
smart health service integration. Computer Methods and Programs in Biomedicine, 207, p.106146.
Shelile, L., & Dipane, H. (2014). Challenges of Continuing Professional Teacher Development in Inclusive
Lesotho Schools. International Journal of Educational Sciences, 7, 673-686.

Shyyan, O., & Shyyan, R. (2023). Teacher education in Ukraine: surfing the third wave of change. In The
Palgrave Handbook of Teacher Education in Central and Eastern Europe (pp. 527-551). Palgrave
Macmillan, Cham.

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional
development: a critical review. School Effectiveness and School Improvement, 32(1), 47-63.

Singha, S.K., & Sikdar, D.P. (2018). Professional development of teacher and professionalism in teacher
education. International Journal of Applied Social Science, 5(8), 1320-1332.

Singh, A., Chakraborty, S. & Patoju, S.K.S., (2023). Career choices and job preferences of social
entrepreneurship graduates: implication for redefining “success” of social entrepreneurship education.
Social Enterprise Journal, 19(5), pp.459-480.
Sivanathan, S. (2021). A Critical Perspective of Leadership Theories. Business Ethics and Leadership, 5.

Smyth, N., Alwan, N.A., Band, R., Chaudhry, A., Chew-Graham, C.A., Gopal, D., Jackson, M., Kingstone, T.,
Wright, A. & Ridge, D. (2022) 'Exploring the lived experience of Long Covid in black and minority ethnic
groups in the UK: Protocol for qualitative interviews and art-based methods', Plos one, 17(10), p.
e0275166.

Sovan Kumar Singha, S.K. (2022). Professional development of teacher and professionalism in teacher
education. University of Kaliyani. Researchgate.

Sparks, D. (2004). Focusing Staff Development on Improving the learning of all students. In G. Cawelti
(ed) Handbook of Research on improving student achievement (3rd ed). Alington, VA Educational
Research Service.

Staff, S. (2022) 'What is a focus group? Definition and guide'.

Stahl, N.A. & King, J.R. (2020). Expanding approaches for research: Understanding and using
trustworthiness in qualitative research. Journal of Developmental Education, 44(1), pp. 26–29.

Stephens, S. (2022). What is data analysis? Examples on how to get started. Zapier.

Stoner, L.J. (2017). Principles of Collaborative Leadership. Sea Point Center for Collaborative Leadership.

Stubbs, M.A., Clark, V.L., Cheung, M.M.Y., Smith, L., Saini, B., Yorke, J., Majellano, E.C., Gibson, P.G. &
McDonald, V.M. (2021) 'The Experience of Living with Severe Asthma, Depression and Anxiety: A
Qualitative Art-Based Study', Journal of asthma and allergy, 14, p. 1527.

Tafai, G., & Tsekeni, M. (2022). Professional Development activities that shape teachers’ Perspectives on
the Curriculum Project in Lesotho. Universal Journal of Education, 246-259.

Tafai, M.G. (2021). Teachers’ perspectives on professional development for classroom implementation of
the integrated curriculum in Lesotho (Doctoral dissertation, University of the Free State).

TALIS. (2009). Creating Effective Teaching and Learning Environments: SBN 978-92-64-05605-47.

Tarnanen, M., Kostiainen, E., Kaukonen, V., Martin, A., & Toikka, T. (2021). Towards a learning
community: understanding teachers’ mental models to support their professional development and
learning. Professional Development in Education, 1-15.

Taylor, P. (2023). The complexity of teacher professional growth–unravelling threads of purpose,

opportunity and response. Professional Development in Education, 49(1), 16-29.

Taylor, V. (2023). Developing a visual art community of practice: A participatory action research study of
a museum-based partnership for art teachers in Los Angeles. Professional Development in Education,
49(1), 168-183.

Teng, S., & Alonzo, D. (2023). Critical review of the Australian professional standards for teachers: Where
are the non-cognitive skills. International Journal of Instruction, 16(1), 605-624.

Thien, L. M., & Lee, H. C. (2022). Is 'the more the better'? Investigating linear and nonlinear effects of
school culture on teacher well-being and commitment to teaching across school size. Studies In
Educational Evaluation. DOI: 10.1016/[Link].2022.101176

Thien, L. M., & Lee, H. C. (2023). The effects of school culture dimensions on teacher well-being across
under-enrolled and high-enrolment schools. Social Sciences & Humanities Open, 7(1), 100396.

Thomas, F.B. (2022). The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social
Sciences in Research Methods.

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school
working conditions and teacher characteristics. Educational Review, 73(1), 71-97.

Torres, K. M., & Statti, A. (2023). The Impact of Teacher Leaders in STEM Education. In Technology
Integration and Transformation in STEM Classrooms (pp. 56-73). IGI Global.

Tran, H. N., Nguyen, C. D., Nguyen, G. V., Ho, T. N., Bui, Q. T. T., & Hoang, N. H. (2022). Workplace
conditions created by principals for their teachers’ professional development in Vietnam. International
Journal of Leadership in Education, 25(2), 238-257.

Trivedi, C. (2020). Ontology and Epistemology: An Explainer. Concepts Hacked. Social Science Concepts
simplified.

Tsompanaki, E. & Magos, K. (2022). Community dance for preschool teachers’ training during pandemic:
An art-based research. Research in Dance Education, pp. 1-16.

Tsui, A.B. (2003). Understanding expertise in teaching: Case studies of ESL teachers. New York:
Cambridge University Press.

Tyagi, C., & Misra, P.K. (2021). Continuing Professional Development of Teacher Educators: Challenges
and Initiatives. Shanlax International Journal of Education, 9(2), 117-126.

Tyson, S., Misty, L., & Aaron, M. (2014). Examining Oregon Agriculture Teachers’ Professional
Development Needs by Career Phase. Journal of Agricultural Education, 140-154, 55.

Urick, A., Carpenter, B. W., & Eckert, J. (2021, March). Confronting COVID: crisis leadership, turbulence,
and self-care. Frontiers in Education, 6, 642861.

Vaillant, D., Torterolo, M. Q., & Azpiroz, M. (2022). Re-considering Teacher Professional Development in
the Pandemic Era: The Uruguayan Case. Universidad ORT Uruguay, 167-201.

Villegas-Reiners, E. (2003). Teacher Professional Development: An International Review of Literature.

International Institute for Educational Planning. Paris.

Watenpaugh, N. (2021). Collaborative Leadership: The Leadership Style of Partner Ecosystems. Forbes
Business Council.

Waters, A. (2006). Facilitating follow-up in ELT INSET. Language Teaching Res., 10(1), 32-52.

West, E.J.J., Stanley, A.M., & Appova, A. K. (2022). Exogenous Shocks and Teachers’ Motivation to Learn:
Pandemic and Professional Development in the United States. International Journal for Research in
Education UAEU, 46(Special issue), 261-308.

West, J., & Bautista, A. (2022). Global Perspectives on Teacher Professional Development: Navigating the
Pandemic. International Journal for Research in Education, 46(2), Article 1.

Whatagraph team (Dec 17, 2021) 'Data Interpretation: Definition, Method, Benefits & Examples'.

Willis, B. (2014). The Advantages and Limitations of Single Case Study Analysis', E-International Relations.

Wiltshire, G. & Ronkainen, N. (2021). A realist approach to thematic analysis: making sense of qualitative
data through experiential, inferential and dispositional themes. Journal of Critical Realism, 20(2), pp.
159-180.

Winslade, M., Daniel, G., & Hood, J. (2023). A Shared Responsibility: Working Together to Develop
Professional Learning Opportunities for Professional-Experience Supervising Teachers. In Work-
Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity (pp. 107-118). Singapore:
Springer Nature Singapore.

Witt, S.L., & Weber, E.P. (1998). Book Reviews: Chrislip, David D. and Carl E. Larson, Collaborative
Leadership: How Citizens and Civic Leaders Can Make a Difference. San Francisco: Jossey-Bass Publishers,
1994. 182 pp. Review of Public Personnel Administration, 18(2), 88–93.

Worthy, B. (2021) 'Major Benefits of Using Transcription in Academic Research', GMR Transcription.

Wu, M.Y.M., Magnone, K., Tasker, R., & Yezierski, E.J. (2021). Remote chemistry teacher professional
development delivery: Enduring lessons for programmatic redesign. Journal of Chemical Education,
98(8), 2518-2526.

Wullschleger, A., Vörös, A., Rechsteiner, B., Rickenbacher, A., & Merki, K. M. (2023). Improving teaching,
teamwork, and school organization: Collaboration networks in school teams. Teaching and Teacher
Education, 121, 103909.

Wyse, S.E., (2011). What is the difference between qualitative research and quantitative research.
Yadav, D. (2022). Criteria for good qualitative research: A comprehensive review. The Asia-Pacific
Education Researcher, 31(6), pp. 679-689.

Ye, J.Y., & Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers.
Teaching and Teacher Education, 25, 34–53.

Yin, H., Huang, S., and Chen, G. (2019). The relationships between teachers' emotional labor and their
burnout and satisfaction: A Meta-Analytic Review. Educational Research Review. Article 100283.

Yurtseven Yilmaz, H., & Sever, S. (2021). A Professional Development Analysis for Turkish Language
Teachers: What Did They Expect? What Have They Found? Journal of Pedagogical Research, 5(1), 88-113.

Zarrow, J. (2020). 5 Strategies for better teacher professional development. Teachthought.

Zhang, J. (2023). Research on System Design of Educational Curriculum Construction Based on Big Data
Platform. In Application of Big Data, Blockchain, and Internet of Things for Education Informatization:
Second EAI International Conference, BigIoT-EDU 2022, Virtual Event, July 29–31, 2022, Proceedings, Part
III (pp. 177-185). Cham: Springer Nature Switzerland

Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning
communities: what can schools do to support professional development of their teachers? Professional
Development in Education, 47(4), 684-698.

Budert-Waltz & Moffitt (2021). What is Research Methodology? [Link].

Holstein, A., Prilop, C.N., Kleinknecht, M. and Weber, K.E. (2021). Innovative approaches for teacher
professional development: Examples of blended, video-and coaching-based professional development
programmes in Germany. In Quality in Teacher Education and Professional Development (pp. 83-93).
Routledge.