Hoang, AD., Pham, HH., Nguyen, YC. et al., (2020), Introducing a Tool to Gauge Curriculum Quality under Sustainable Development Goal 4: The Case of Primary Schools in Vietnam, Int Rev Educ 66, 2020, P.457–485. https://doi.org/10.1007/s11159-020-09850-1.
 Eros, J., (2011), The career cycle and the second stage of teaching: Implications for policy and Professional development, Arts Education Policy Review, 112, 65– 70. https://doi.org/10.1080/10632913.2011.546683.
 Day, C., (1999), Developing teachers: The challenges of lifelong learning, London: Falmer Press
 De Vries, S., Jansen, E. P. W. A. & van de Grift, W. J. C.M., (2013), Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching, Teaching & Teacher Education, 33(20), 78–89. https://doi.org/10.1016/j. tate.2013.02.006
 Özer, N., (2010), The relationship between teacher professional development and burnout, Procedia - Social and Behavioral Sciences, 2, 4928–4932. 10.1016/j. sbspro.2010.03.797
 Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E., et al., (2019), The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality, Teaching and Teacher Education, 86. https://doi. org/10.1016/j.tate.2019.102882
 Grangeat, M. & Gray, P., (2007), Factors influencing teachers’ professional competence development, Journal of Vocational Education and Training, 59, 485 –501. https://doi.org/10.1080/13636820701650943
 Lee, S. C., Su, J. M., Tsai, S. B., Lu, T. L. & Dong, W., (2016), A comprehensive survey of government auditors’ self-efficacy and professional development for improving audit quality, SpringerPlus, 5, 1263. https:// doi.org/10.1186/s40064-016-2903-0.
 Gupta, K., (1999), A practical guide for need assessment, San Francisco: John Wiley & Sons. Inc.
 Pool, I. A., Poell, R. F., & Berings, M. G. M. C., (2016), Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data, Nurse Education Today, 38, 22–28. https://doi.org/10.1016/j. nedt.2016.01.004
 Watson, G., (2006), Technology professional development: Long-term effects on teacher self-efficacy, Journal of Technology & Teacher Education, 14, 151– 166. https://doi.org/10.1016/j.tate.2013.02.006
 Rouf, Md & Mohamed, A., (2018), Secondary EL Teachers’ CPD: Present Practices and Perceived Needs, Journal of NELTA. 22. 1. 10.3126/nelta.v22i1-2.20036.
 Hoang, A.D., Ta, N.T., Pham, H.H., Nguyen, Y. C. & Luong, D. H., (2020), Survey on Teacher’ Continuous Professional Development Habits in Vietnamese K-12 schools in 2019, Mendeley Data, V1, https://data. mendeley.com/datasets/s9by3yvh9t/1
 Richter, D., Kunter, M., Klusmann, U., Lüdtke, O. & Baumert, J., (2011), Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities, Teaching and Teacher Education, 27, 116–126. https://doi.org/10.1016/j. tate.2010.07.008
 Cárdenas, R. & Chaves, O., (2013), English Teaching in Cali: Teachers’ Proficiency Level Described, Lenguaje, Vol. 41, No. 2, 2013, pp. 325-352