The Relationship between Teachers' Professional Development and Academic Performance with Emphasis on the Mediating Role of Secondary School Boys' Bonding

The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the study was teachers and high school male students in Shiraz. 250 teachers were selected based on Krejcie and Morgan table by simple random sampling method and 213 students were selected by cluster random sampling method as a statistical sample. In the present study, the Pham and Taylor (1999) Academic Performance Questionnaire, Ayubi Avaz et al. (2015) and the link with Rezaei Sharif et al. (2014) were used, the validity of which was confirmed by academic experts and their reliability also, through Cronbach's alpha coefficient test, 0.85, 0.89 and 0.79 were obtained and confirmed, respectively. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative findings of the research hypothesis test showed that there is a positive and significant relationship between teachers' professional development and students' academic performance linked with school. There is a positive and significant relationship between students' connection with school and their academic performance and the connection with school has played a mediating role in the relationship between teachers' professional development and students' academic performance.