Introduction
As one of the main pillars of improving the quality of education, teacher professional development plays a crucial role in enhancing the education system and students’ academic success. The role of education as a tool for empowering societies has become more important than ever, and primary education holds a special place, not only because it initiates the formal learning process, but also because it shapes children’s personality, cognitive, social, and moral foundations, paving the way for lifelong learning and active participation in society. This process should not be considered a temporary event; rather, it should be continuous and based on the real needs of teachers. Emphasizing continuity and need-based planning is well justified, as numerous studies have shown that effective professional development not only improves teaching quality, but also increases job satisfaction, reduces burnout, and enhances student learning outcomes. In underprivileged regions such as South Khorasan Province, teachers’ professional development faces multidimensional and profound challenges. Geographical dispersion, the distance of schools from educational centers, limited digital infrastructure, lack of educational resources, and weak organizational support are just some of these obstacles. Therefore, this study aimed to identify the factors affecting the professional development of elementary school teachers in South Khorasan Province.
Method
In this study, a mixed-methods approach (qualitative–quantitative) with a sequential exploratory design was employed. In the qualitative phase, purposive sampling was used. Semi-structured interviews were conducted with a total of 18 teachers, 5 administrators, and 3 educational specialists. To identify additional key participants, the snowball sampling method was applied, and data collection continued until theoretical saturation was reached. Using Brown and Clarke’s (2006) content analysis method, key factors affecting teacher professional development were identified, including: individual factors (motivation, attitude, desire to learn), organizational factors (school culture, support from administrators, educational facilities), economic factors (living situation, financial incentives), and contextual factors (geographical dispersion, cultural diversity).
Based on these qualitative findings, a researcher-developed questionnaire was designed encompassing the four core categories: individual, organizational, economic, and contextual factors. Items were measured on a five-point Likert scale (from strongly agree to strongly disagree) to accurately capture teachers’ perspectives. To ensure content validity, the questionnaire was reviewed and revised by three experts. Reliability was assessed using Cronbach’s alpha for each component. The sample size was determined to be 317 participants using the Cochran formula. Questionnaires were distributed and analyzed using a stratified random sampling method among elementary school teachers in Birjand, Darim, and Khusf counties.

Results
The results of the descriptive analysis indicate that the mean scores for all the main components of the study were above the theoretical average (15 for five items on the Likert scale), reflecting a generally positive attitude among elementary school teachers in South Khorasan Province toward various dimensions of professional development. The highest mean was observed for the component “Professional Development Model” (21.71), suggesting that participants evaluated the structure and implementation methods of in-service courses relatively favorably. The lowest mean was observed for “Contextual Factors” (15.19), highlighting that cultural, geographical, and social challenges continue to hinder teachers’ professional development. Results from the multiple regression analysis showed an R² value of 0.416, indicating that the four components, individual, organizational, economic, and contextual factors, collectively explained approximately 42% of the variance in teachers’ professional development in the current model.
Discussion and Conclusion
Motivation and the desire to learn play a crucial role in advancing teachers’ professional development. Qualitative findings from the interviews confirmed this, with many teachers expressing intrinsic motivation to improve their professional performance. They identified factors such as personal interest in growth, a desire to apply new teaching methods, and a sense of responsibility for students’ learning as their main motivators. In contrast, some teachers cited family pressures, lack of time, and burnout as obstacles to professional development. These were coded in the thematic analysis as “personal motivation” and “personal barriers”. The study also found that teachers in rural areas have limited access to in-service courses due to the distance from educational centers. To address this issue, it is recommended that information technology infrastructure, such as high-speed internet and online educational platforms, be strengthened in rural schools, enabling teachers to participate continuously in in-service courses, virtual workshops, and professional experience exchanges.
According to the research findings, individual factors, particularly the desire for continuous learning (M = 4.52), and economic factors, especially financial incentives (M = 4.44), have a significant impact on teachers’ professional development. However, weak policymaking, insufficient financial incentives, and challenging environmental conditions, reported both in qualitative interviews (teachers’ and administrators’ statements) and in quantitative results (low mean scores for organizational and contextual components), can hinder this process. Organizational factors, such as regional educational policies (M = 2.90), appear less aligned with teachers’ needs. Within organizational factors, support from school principals and a collaborative school culture play a critical role in fostering motivation and creating a conducive environment for professional growth. Nevertheless, weak regional education policies and limited educational facilities constitute significant obstacles to teachers’ professional development. Contextual factors, including geographical dispersion, also present challenges that affect access to professional development opportunities.
To develop effective strategies for improving the professional development of elementary school teachers in South Khorasan Province, it is essential to consider contextual factors such as geographical dispersion and cultural diversity. Overall, the results of this study indicate that teachers’ professional development is influenced by a set of individual, organizational, economic, and contextual factors, which operate in an interconnected manner, with no single component solely responsible. Some teachers also reported family pressures, lack of time, and burnout as obstacles to professional development. These factors were identified in the thematic analysis as the core codes of “personal motivation” and “personal barriers.” The study further found that teachers in rural areas have limited access to in-service courses due to their distance from educational centers. To address this issue, it is recommended that information technology infrastructure, such as high-speed internet and online educational platforms, be strengthened in rural schools, enabling teachers to participate continuously in in-service courses, virtual workshops, and professional experience exchanges.