Purpose: The aim of this study was to investigate the dimensions and 
components of teachers' professional competence using valid scientific 
sources and documents and the opinion of experts.
Materials and Methods: The research method is qualitative, applied and 
exploratory. The statistical population of the study included all valid 
scientific sources and documents as well as experts and related experts. The 
sample size includes relevant and available resources and documents of the 
researcher and 15 specialists and experts in the field of educational sciences 
who were purposefully selected. Data collection tools included semistructured in-depth interviews whose validity and reliability were assessed.
Findings: The research findings show that in the open coding stage 107 
primary codes were extracted, in the coding stage 18 pivotal codes 
(components) in the form of 50 items and in the selective coding stage 50 
items in the form of 18 components including learner cognition, selfknowledge, Expertise, Communication Knowledge, Organizational 
Knowledge, Teaching Skills, Communication Skills, Teamwork Skills, 
Technological Skills, Evaluation Skills, Creative Thinking Ability, Mental 
/ Analytical Ability, Critical Thinking Ability, Leadership Ability, 
Lifelong Learning, Student Attitude Axis, teacher attitude, self-confidence 
and positive dissent, which are classified into 4 dimensions including 
professional knowledge, professional skills, professional abilities, and 
professional attitudes. Also, personal characteristics of teachers, personal 
characteristics, rules and regulations, curriculum, management, 
information technology were mentioned as factors affecting the 
professional competence of teachers. Regarding the infrastructure, contexts 
and facilitators of teacher professional development, 37 components were 
extracted. In addition, the results of continuous improvement and 
continuous learning were introduced as the consequences of teachers' 
professional competence and also 29 components as barriers to model 
implementation. Professional competence was raised.
Conclusion: The research findings can help curriculum planners, 
educational policy makers, especially specialists in the field of teacher 
training, as well as teachers, student teachers, new teachers and Article 28 
trainees in improving their professional competencies.