Teachers’ professional development (TPD) plays an important role in the advancement of educational systems. On the other hand, knowledge of factors affecting such development could lead to the design of comprehensive models for professional development. To this end, the present study content analyzed a set of administrative and religious documents relevant to the topic. As a result, the main indices of TPD are identified along three main dimensions of behavioral, curricular, and organizational characteristics. The behavioral dimension includes the characteristics of both teachers and in-service instructors; the curricular dimension deals with the goals and objectives, new strategies and approaches to professional development; and the organizational dimension covers areas of supervision and assessment, human resources management, and support. Any attempt at designing a model for teachers’ professional development should attend to these indices.