Much has been written about the factors, features and variables that might in one way or another affect EFL teachers‘ performance and lead to their success or failure in their professional practice. In the same line and due to the importance of a number of pertinent variables, this study aimed to scrutinize the network of associations among teacher identity (TI) teacher change (TC) and teacher professional development (TPD) in Iranian EFL context. To this end, 324 Iranian EFL teachers took three standardized questionnaires on TI, TC and TPD. In order to investigate teachers‘ professional development, a questionnaire developed by Soleimani and Khalilyan (2012) with 9 subscales and 34 items was used. For teacher‘s professional identity, a 14-item questionnaire with three subscales developed by Beijjard, Verloop, & Vermunt (2000), was applied. With regard to teacher change, a scale with 66-item was developed and validated by the researchers consisting of three components and 13 sub-components. Structural Equation Modeling (SEM) was run to analyze the collected data and test the path model of the study. The SEM results revealed that teacher professional development had a close relationship with teacher identity with acceptable goodness of fit indices (RMSEA=0.016, RMR= 0.016, GFI= 0.971, AGFI= 0.942, NFI= 0.962, CFI=0.998, IFI=0.998). The findings of the study further showed that professional change was highly sensitive to some of the subscales of the study. It was, also, revealed that under certain conditions often as the result of professional development, the professional perceptions of the participants undergo drastic changes. The findings have various implications for language teachers and practitioners.
