This study aimed at investigating the network of associations among EFL teachers’ self-leadership (SL), professional development (PD), and professional change (PC). To this end, 246 Iranian EFL teachers filled out three standardized questionnaires on SL, PD, and PC. Structural Equation Modeling (SEM) was applied to analyze the collected data and test the path model of the study. The SEM results indicated that teachers’ SL had a significant relationship with PD and PC with acceptable fit indices. Furthermore, the findings of the study revealed that self-leadership, was highly sensitive to some contextual factors resulting in intra/inter individual differences. It was, also, showed that professional change can be affected by some of the subcategories of the professional development. The findings have various implications for language teachers, language planners, and practitioners.
