University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 1 2019 05 22 Investigating Factors Affecting Professional Development of High School Teachers in Ardabil: A Qualitative Research with an Emphasis on Focus Qroup Approach Investigating Factors Affecting Professional Development of High School Teachers in Ardabil: A Qualitative Research with an Emphasis on Focus Qroup Approach 108 125 799 10.22098/jsp.2019.799 FA R Zirak Ph.D. student of Educational Management, University of Mohaghegh Ardabili rezazrk@yahoo.com A Zahed Babolan Professor, Department of Educational Sciences, University of Mohaghegh Ardabili 0000-0001-8653-9602 A Rezaei Sharif Assistant Professor, Department of Educational Sciences, University of Mohaghegh Ardabili M Moeini Kia Associate Professor, Department of Educational Sciences, University of Mohaghegh Ardabili Journal Article 2019 07 03 The purpose of this applied research was to identify the factors impacting professional development of second-grade high school teachers at Districts I and II of Ardabil Education Administration. From the community of professors, experts and key knowledgeable persons, using the theoretical adequacy of data, 51 persons were selected as the sample. This research was a qualitative research collecting data through the focus group interviewing method. The data was analyzed using content analysis technique (open source, axial, and selective coding). The results indicated that factors impacting the development of teachers include individual factors, including personality traits, incentive of progress, background and attitude, and scientific vigor; organizational factors including organizational culture, managers’ roles, performance management system, and educational courses; and economic factors including reward and progress systems, sustenance and material conditions and facilities. The purpose of this applied research was to identify the factors impacting professional development of second-grade high school teachers at Districts I and II of Ardabil Education Administration. From the community of professors, experts and key knowledgeable persons, using the theoretical adequacy of data, 51 persons were selected as the sample. This research was a qualitative research collecting data through the focus group interviewing method. The data was analyzed using content analysis technique (open source, axial, and selective coding). The results indicated that factors impacting the development of teachers include individual factors, including personality traits, incentive of progress, background and attitude, and scientific vigor; organizational factors including organizational culture, managers’ roles, performance management system, and educational courses; and economic factors including reward and progress systems, sustenance and material conditions and facilities. https://jsp.uma.ac.ir/article_799_05e1463f2241a9a4d80849e177c2c73f.pdf