Asmarani, A., Sukarno, S., & El Widdah, M. (2021). The relationship of professional competence with teacher work productivity in Madrasah Aliyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam
(2), 220-235. https://doi.org/10.31538/ndh.v6i2.1365
Aziz, F., Akhtar, M., & Rauf, M. (2014). Relationship between teachers’ competencies and motivation at higher education level in Pakistan. Pakistan Annual Research Journal, 50(1), 163-174.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3
(2), 77-101. doi: 10.1191/1478088706qp063oa
Brown, H. D. (2002). English language teaching in the. post-method era: Toward better diagnosis, treatment, and assessment. In J. C. Richards & W. A. Renandya, Methodology in language teaching: An anthology of current practice (pp. 9-18). Cambridge University Press.
Butar, N. Y. B., Bross, N., & Kanto, D. S. (2020). What drives teaching performance at school? The determinants of school teacher performance. Journal of Economics and Business
(4), 1624-1630. https://ssrn.com/abstract=3753211
Cresswell, J. W., & Poth, Ch. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 11-19). British Council.
Ghanizadeh, A., & Moafian, F. (2011). The relationship between Iranian EFL teachers’ sense of self-efficacy and their pedagogical success in language institutes. Asian EFL Journal, 13(2), 249-272.
Gibbs, G. R. (2007). The nature of qualitative analysis. In Analyzing qualitative data (pp. 1–9). SAGE Publications.
Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research
(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501
Helterbran, V. R. (2008). The ideal professor: Student perceptions of effective instructor practices, attitudes, and skills. Education, 129(1), 125-138.
Jacob, B. A., Rockoff, J. E., Taylor, E. S., Lindy, B., & Rosen, R. (2018). Teacher applicant hiring and teacher performance: Evidence from DC public schools. Journal of Public Economics
, 81-97. https://doi.org/10.1016/j.jpubeco.2018.08.011
Kartal, G., & Başol Ç. H. (2019). Generic teacher competencies and the English language teacher education program in Turkey. Novitas-ROYAL (Research on Youth and Language), 13(2), 133-154.
Kartini, D., Kristiawan, M., & Fitria, H. (2020). The influence of principal’s leadership, academic supervision, and professional competence toward teachers’ performance. International Journal of Progressive Sciences and Technologies, 20(1), 156-164.
Khodamoradi, A., & Maghsoudi, M. (2020). Development and validation of the English language teacher competencies questionnaire. Journal of Language and Translation Studies (JLTS)
(1), 195-167. DOI: 20.1001.1.22285202.1322.214.171.124.6
Kohli, A., & Deb, T. (2008). Performance management. Oxford: Oxford University Press.
Komila, M. (2019). EFL teachers’ professional competence and their effect on student education. European Journal of Research and Reflection in Educational Sciences, 7(12), 1-5.
Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education, 31
(2), 135-149. https://doi.org/10.1080/02619760802000115
Kuhlman, N., & Knezevic, B. (2013). The TESOL guidelines for developing EFL standards. Alexandria, VA: ESOL International Association.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology
(3), 805-820. https://doi.org/10.1037/a0032583
Li, M., Pérez-Díaz, P. A., Mao, Y., & Petrides, K. V. (2018). A multilevel model of teachers’ job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology
, 1-13. https://doi.org/10.3389/fpsyg.2018.02420
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.
Murkatik, K., Harapan, E., & Wardiah, D. (2020). The influence of professional and pedagogic competence on teacher’s performance. Journal of Social Work and Science Education
(1), 58-69. https://doi.org/10.52690/jswse.v1i1.10
Nabila, H. (2016, September). The influence of pedagogic competence and professional competence on the performance of teachers social studies in Trowulan district. In ICEBESS (International Conference on Ethics of Business, Economics, and Social Science) Proceeding (pp. 556-565).
Patten, K. (2000). Research report. Washington: Washington State University.
Pishghadam, R., & Zabihi. R. (2012). Life syllabus: A new research agenda in English language teaching. TESOL Arabia Perspectives, 19(1), 23-27.
Rahmatullah, M. (2016). The relationship between learning effectiveness, teacher competence and teachers performance Madrasah Tsanawiyah at Serang, Banten, Indonesia. Higher Education Studies
(1), 169-181. http://dx.doi.org/10.5539/hes.v6n1p169
Rahmayanti, R., Haryati, T., & Miyono, N. (2021). Impact of professional competence, motivation and work discipline on teacher performance. Economic Education Analysis Journal
(2), 229-239. https://doi.org/10.15294/eeaj.v10i2.46181
Riazi, A. (2005). The Four language stages in history of Iran. In A. M. Y. Lin, & P. W. Martin (Eds.), Decolonization, globalization: language in education policy and practice. Multilingual Matters.
Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
Richards, J. C. (1998). Beyond training. Cambridge University Press.
Richards, T., & Richards, L. (1995). Using hierarchical categories in qualitative data analysis. In U. Kelle (Ed.), Computer-aided qualitative data analysis: Theory, methods, and practice (pp. 80-95). SAGE Publications.
Saberi, L., & Sahragard, R. (2019). Designing and validating teachers’ professional development scale: Iranian EFL contexts in focus. International Journal of Instruction, 12(1), 1609- 1626.
Sengottuvel, A., & Aktharsha, U. S. (2015). Teacher effectiveness and professional competency in school education. International Journal of Management, 6(1), 181-190.
Soodmand Afshar, M., & Doosti, M. (2016). Investigating the impact of job
satisfaction/dissatisfaction on Iranian English teachers’ job performance. Iranian Journal of Language Teaching Research 4(1), 97-115.
Sulastri, S., Fitria, H., & Martha, A. (2020). Kompetensi Profesional Guru dalam Meningkatkan Mutu Pendidikan. Journal of Education Research, 1(3), 258-264.
Supardi. M. (2014). Teacher performance. PT Raja Grafindo Persada.
Suparlan. (2005). Manajemen Guru Efektif. Hikayat.
Syafar, A. (2014). Self-assessment of certified EFL teachers in central Sulawesi on their professional competence. Jurnal Pendidikan Humaniora, 1(3), 304-319.
Tleuzhanova, G. K., & Madenyatova, A. M. (2014). The professional competence of teachers: Which skills and knowledge contribute to a teacher's effectiveness? Education & Science Without Borders, 5(9), 146-148.
Toraby, E., & Modarresi, G. (2018). EFL teachers’ emotions and learners’ views of teachers’ pedagogical success. International Journal of Instruction, 11(2), 513-526.
Vázquez, V. P., Lancaster, N., & Callejas, C. B. (2020). Keys issues in developing teachers’ competences for CLIL in Andalusia: Training, mobility and coordination. The Language Learning Journal
(1), 81-98. https://doi.org/10.1080/09571736.2019.1642940
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Hogrefe & Huber Publishers.
Wetipo, W., Rante, Y., Wambraw, O., & Bharanti, E. (2015). The mediating effect of job satisfaction and job motivation to influence school leadership, teacher competence and experience of teachers on performance of teachers in SMA/SMK in Jayawijaya, Indonesia. Journal of Resources Development and Management, 15, 10-16.
Woodford, K., Jackson, G., & Jane, B. (Eds.). (2003). Cambridge advanced learner's dictionary. Cambridge University Press.