With a rapidly changing era, educational change has become one of crucial task forces for better student performance in schools. Potential and innovative leadership in schools have been expected to fit the fast-paced of change to achieve better learning result for students. Therefore, how to build teacher’s professional development to fulfil the outcome-based policy in schools has grown into a new challenge for principals. This study focused on principals’ change leadership perceived by school teachers and explored which dimension of change leadership might impact on teachers’ professional development. This study successfully invited 490 teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study. Finally, there are 453 valid questionnaires, it represents 92.4 % of return rate. Twenty-five indicators of change leadership have been classified into three dimensions, named “communicating and shaping change action”, “building supported environment”, and “adjusting organization and performance”. The teachers’ professional development has been defined by eight indicators which classified into “willing” and “effect” of participation. This study employed the stepwise method to determine which one is the major factor impacted on teachers’ professional development in regression models. The result reveals both “building supported environment” and “adjusting organization and performance” in principal’s change leadership can explained 23.2% of the teachers’ professional development. Based on the results of regression analysis, this study suggests properly shaping principal’s change leadership can prompt to enhancing teachers’ professional development. Furthermore, the change leadership might be applied to more wide practices to improve teachers’ performance in various settings.
