1. Abrar, M. K. (2023). English language teachers’ professional development needs in Ethiopia. Psychological-Educational Studies, 15(1), 73–84. https://doi.org/10.17759/psyedu.2023150105
2. Arba, M. E., & Gezahegn, G. (2023). High school EFL teachers’ continuous professional development: Target needs, reflection, and challenges. Journal of Linguistics, Literature, and Language Teaching, 2(1). https://doi.org/10.37249/jlllt.v2i1.518
3. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
4. Bignold, B. M. (2022). Implementing Ethiopia’s CPD framework: A case of policy borrowing. University of Bath.
5. Borg, S. (2019). Language teacher cognition: Perspectives and debates. In The Routledge Handbook of English Language Teacher Education (pp. 115–129). Routledge.
6. Borg, S. (2022). Teacher cognition and language education: Research and practice revisited. Bloomsbury Academic.
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
8. Chemir, S., & Kitila, T. (2023). English for academic purposes learners’ needs analysis: Language difficulties encountered by university students in Ethiopia. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 9(1). https://doi.org/10.22219/celtic.v9i1.20646
9. Cheng, L., & Cheung, W. (2020). Context-sensitive teacher learning in second language education. TESOL Journal, 11(2). https://doi.org/10.1002/tesj.456
10. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
11. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
12. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
13. Education Endowment Foundation. (2021). Teacher professional development: What are the characteristics of effective teacher professional development? https://educationendowmentfoundation.org.uk
14. Farrell, T. S. C. (2019). Reflective practice in English language teaching: Research-based principles and practices. Routledge.
15. Farrell, T. S. C. (2022). Reflective practice in English language teaching: Research-based principles and practices. Bloomsbury Academic.
16. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
17. Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge.
18. Lemma, D., Wirtu, D., & Mekonnen, D. (2025). Continuous professional learning in North Shoa Zone secondary schools: Enhancing teacher agency and student achievement. The Ethiopian Journal of Education, 45(1), 179–222. https://doi.org/10.63990/eje.v45i1.12001
19. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
20. Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
21. Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
22. Richards, J. C. (2020). Competence and performance in language teaching: Bridging theory and practice. Cambridge University Press.
23. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
24. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage Publications.
25. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
26. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
27. Wolde, B. D. (2021). The role of continuous professional development in improving secondary school teachers’ teaching and learning competencies to deliver quality education in Ethiopia: A case of secondary school. The Qualitative Report, 26(5), 1345–1363. https://doi.org/10.46743/2160-3715/2021