The present research aims to identify the global components involved in the professional development of teachers. The research is of qualitative kind, and synthesis research has been used. The data have been collected by means of literature review and studying theoretical background, and systematic searching of library resources, dissertation theses and articles on databases such as IranDoc, Magiran, Springer, Scopus, ScienceDirect, and ERIC. From the domestic studies carried out from 2011 to 2017 and the foreign studies conducted from 2008 to 2018, 80 studies were identified, and 53 of them were selected for analysis. Inductive content analysis and open coding with a selective approach were used in this research. In order to validate the credibility of the findings, peer descriptions were used, social competence was used to provide dependability, and reflection notes were used to achieve confirmability, and purposive sampling was used on order to provide transferability. The studies showed an increase in the synthesis research conducted in recent years, and the model provided by this study can be categorized into three dimensions: knowledge (specialized knowledge, knowledge of IT and educational and developmental knowledge), ethos (personal ethics and organizational ethics) and action (interpersonal relationships, intra-organizational relationships, and extra-organizational relationships). Policy makers and planners can use the conceptual model provided by this study to divide appropriate strategies aiming to bring about teachers' professional development and improve the quality of education. Teachers will also be able to use the model in order to enhance their competences and update their knowledge and skills.