There is little doubt that professional development of teachers is one of the crucial factors to achieve quality in teaching (OECD, 2005). Professional development has a significant impact on teachers’ beliefs and practices, students’ learning and on the implementation of educational reforms (Villegas-Reimers, 2003). Research has shown that school leadership is important to educational outcomes of students, though the effect is somewhat more indirect: School leadership styles and practices can have an effect on teachers which can then have an effect on students’ competencies, attitudes and believes. The research on leadership produces no agreement on any one style of leadership as being the most effective. This paper investigates the association between different school leadership styles and the amount and kind of professional development that teachers follow. The purpose of the presentation is to explore which of the different leadership styles has a positive impact on the professional development activities of teachers. These research questions are further analyzed in regards of whether there are differences between public and private schools, between female and male teachers and in the age structure of teachers.

The empirical basis of the study is TALIS (Teaching and Learning International Survey), which gains an understanding of teaching and learning environment inside schools. TALIS focuses on the learning environment and the working conditions of teachers in schools. TALIS surveys teachers of lower secondary education and the principals of the schools in which they work. The presentation is based on data collected from both teachers and principals in a certain number of OECD-/EU-countries.

Results of this study will provide valuable determinants for professional development of teachers with regard to school management styles.