Background and Objective: Considering the pivotal role of faculty members in enhancing the quality of higher education, attention to their professional development is an undeniable necessity. The reflective teaching approach can foster changes in the attitudes and practices of faculty members, thereby creating the basis for individual, organizational, and even supra-organizational improvement in universities. Therefore, the aim of this study was to identify the consequences of implementing the professional development model of faculty members with a reflective teaching approach at the Islamic Azad University, Sari Branch.
Methods: This study employed a mixed-methods design. The statistical population in the qualitative phase included all academic experts and faculty members of Islamic Azad Universities in Mazandaran Province, from which 15 participants were selected based on the principle of theoretical saturation. In the quantitative phase, the population included all full-time, part-time, and adjunct faculty members of the Islamic Azad University, Sari Branch, during the 2023–2024 academic year (N=540). Using Cochran’s formula, a sample of 225 participants was selected through random sampling. Data were collected in the qualitative phase using semi-structured interviews, and in the quantitative phase using a researcher-made questionnaire derived from the qualitative findings. Data analysis was performed using coding techniques for the qualitative data and SPSS-v23 and AMOS software for the quantitative data.
Findings: The results revealed three main components- individual, organizational, and supra-organizational consequences- that influence the professional development model of faculty members with a reflective teaching approach. Independent t-test results indicated that the most significant consequences were at the individual level (t = 19.339), while the least significant were at the supra-organizational level (t = 9.049).
Conclusion: Based on the findings, the professional development of faculty members through the reflective teaching approach exerts its strongest impact at the individual level, followed by organizational and supra-organizational levels.