Abstract

• The main aim of the paper was to study principals’ leadership behaviours on teachers’ professional development in Basic Education High Schools, Tada-U Township. The specific aims were to study the levels of teachers’ perception of principals’ leadership behaviours, to study the levels of teachers’ professional development, to investigate the relationship between principals’ leadership behaviours and teachers’ professional development, and to identify the predictors of principals’ leadership behaviours on teachers’ professional development. Principals’ leadership behaviours questionnaire developed by House (1996) and the teachers’ professional development questionnaire developed by Loucks-Horsely, Stiles, Mundry, Love and Hewson (2010) were used to collect the necessary information. A total of 198 teachers participated in the study. Descriptive statistics, Pearson product-moment correlation and multiple regression analysis were used to analyze the data. There were moderate level of teachers’ perceptions of principals’ leadership behaviours and moderate level of teachers’ professional development. Moreover, there is a strong and positive relationship between the dimensions of principals’ leadership behaviours and teachers’ professional development. The multiple regression result of the study showed that directive leadership behaviour was appeared as the most influential predictor of teachers’ professional development. Open-ended responses verified that the impact of leadership behaviours is organized and directed by the principals that lead to a great change in teachers’ professional development.