Adel Mehraban, M. (2015). A review of qualitative content analysis and its application in research. Isfahan University of Medical Sciences & Health Services.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Akbari, R., Kiani, G., Imani, M., & Karimi, A. N. (2008). Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. Iranian Journal of Applied Linguistics, 11(1), 1-28. http://ijal.khu.ac.ir/article-1-70-en.html
Akbari, R., & Tavassoli, K. (2014). Developing an ELT context-specific teacher efficacy instrument. RELC Journal, 45(1), 27-50. https://doi.org/10.1177/0033688214523345
Allen, J., McGregor, G., & Pendergast, D. (2019). Using the student engagement and teacher reflection app (SETRA) as a teacher professional learning tool: A pilot study. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and teacher education: Voices from policy and practice (pp. 199-216). Springer.
Babaei, M., & Abednia, A. (2016). Reflective teaching and self-efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education, 41(9), 1-27. https://doi.org/10.14221/ajte.2016v41n9.1
Baleghizadeh, S., & Javidanmehr, Z. (2014). Exploring EFL teachers’ reflectivity and their sense of self-efficacy. e-International Journal of Educational Research, 5(3), 19-38. https://doi.org/10.19160/e-ijer.57660
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Bandura, A. (1998). Personal and collective efficacy in human adaptation and change. In Advances in psychological science (Vol. 1. Personal, social and cultural aspects., pp. 51-71). Psychology press.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001
Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. https://doi.org/10.1016/j.tate.2005.01.001
Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751-766. https://doi.org/10.1016/j.tate.2007.02.010
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. https://doi.org/10.1016/S0742-051X(01)00051-8
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741. https://doi.org/10.1037/a0019237
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560. https://doi.org/10.2307/3588427
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PloS one, 13(11), e0207252. https://doi.org/10.1371/journal.pone.0207252
Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Khareji(54), 127-142. https://jor.ut.ac.ir/article_19879.html?lang=en
Moores, T. T., Chang, J. C.-J., & Smith, D. K. (2006). Clarifying the role of self-efficacy and metacognition as predictors of performance: Construct development and test. ACM SIGMIS Database: The Database for Advances in Information Systems, 37(2-3), 125-132. http://digitalscholarship.unlv.edu/met_fac_articles/8
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14. https://doi.org/10.1016/j.system.2016.12.011
Nousheen, A., Zai, S., Waseem, M., & Khan, S. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.119537
Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353. https://doi.org/10.1007/s11165-005-9007-0
Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher education, 52, 73-82. https://doi.org/10.1016/j.tate.2015.09.006
Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7), 1717-1728. https://doi.org/10.1016/j.tate.2008.02.024
Radulescu, C. T. (2012). Systematic reflective enquiry methods in teacher education. Procedia-Social and Behavioral Sciences, 33, 998-1002. https://doi.org/10.1016/j.sbspro.2011.11.272
Richardson, P. W., & Watt, H. M. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia‐Pacific Journal of Teacher Education, 34(1), 27-56. https://doi.org/10.1080/13598660500480290
Richardson, P. W., & Watt, H. M. (2010). Current and future directions in teacher motivation research. In The decade ahead: Applications and contexts of motivation and achievement. Emerald Group Publishing Limited.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1