Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and teacher education, 28(5), 706-717.
Ali, A., Kohun, F., & Levy, Y. (2007). Dealing with Social Isolation to Minimize Doctoral Attrition- A Four Stage Framework. International Journal of Doctoral Studies, 2(1), 33-49.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
Brown, L., & Watson, P. (2010). Understanding the experiences of female doctoral students. Journal of Further and Higher Education, 34(3), 385-404.
Cardona, J. J. (2013). Determined to Succeed: Motivation Towards Doctoral Degree Completion.
Crosby, K. S. (2015). The relationship between administrative support and burnout in turnaround schools.
De Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of Higher Education, 72(3), 341-367.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Gholami, J., Alinasab, M., Ayiewbey, S., & Nasimfar, M. (2019). Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 7(2), 63-98.
Gray, S. M. (2012). From principles to practice: Collegial observation for teacher development. Tesol Journal, 3(2), 231-255.
Gururaj, S., Heilig, J. V., & Somers, P. (2010). Graduate Student Persistence: Evidence from Three Decades. Journal of Student Financial Aid, 40(1), 31-46.
Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession? Education, 124(4).
Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387-402.
Khany, R., & Malekzadeh, P. (2015). Associations among EFL Teachers' Professional Identity, Professional Vitality, and Creativity. Teaching English Language, 9(2), 37-74.
Knobloch, N., & Whittington, M. S. (2002). Novice teachers' perceptions of support, teacher preparation quality, and student teaching experience related to teacher efficacy. Journal of Vocational Education Research, 27(3), 331-341.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press.
Leijen, Ä., Lepp, L., & Remmik, M. (2016). Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education, 38(2), 129-144.
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.
Longfield, A., Romas, J., & Irwin, J. D. (2006). The self-worth, physical and social activities of graduate students: A qualitative study. College Student Journal, 40(2), 282-293.
Mofrad, E. Z. (2016). Exploring the professional identity of the Iranian English teachers: The case of English institutes of Iranshahr. Theory and Practice in Language Studies, 6(4), 843-848.
Muszynski, S. Y. (1990). The relationship between demographic/situational factors, cognitive/affective variables, and needs and time to completion of the doctoral program in psychology.
Nature. (2019). The mental health of researchers demands urgent attention. Nature, 575, 257-258.
Pocock, B., Elton, J., Green, D., McMahon, C., & Pritchard, S. (2011). Juggling work, home and learning in low-paid occupations: a qualitative study: National Centre for Vocational Education Research.
Pyhältö, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of becoming a scholar: A study of doctoral students' problems and well-being. International Scholarly Research Notices, 2012.
Richards, J. C., & Lockhart, C. (1991). Teacher development through peer observation. Tesol Journal, 1(2), 7-10.
Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online learning, 21(1), 209-237.
Son, J.-B., & Park, S.-S. (2014). Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program. International Journal of Pedagogies and Learning, 9(1), 26-37.
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13(1), 361-388.
Teng, M. F. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. Australian Journal of Teacher Education, 42(11), 117-134.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44.
Wellington, J., & Sikes, P. (2006). ‘A doctorate in a tight compartment’: why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31(6), 723-734.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity: Cambridge university press.