There is considerable interest in teacher development at present because there are global as well as national transitions for example migration, demands to improve performances in international assessment exercises , e.g. TIMMS, PIRLS and PISA which leads to curriculum as we well methodological approaches for schools. Teacher development is seen as an essential ingredient in transforming these schools and creating quality education for every child. Many teachers may be reluctant or even resist the change and therefore to participate in development activities. Principals have an important role in this context in motivating teacher’s professional development. 

The rationale for this research is that motivated people may perform better over a longer period of their career rather than people who are controlled with an agreement which is potentially a threatening document (Owens and Valesky 2011; Latham 2007). Motivation, leadership and development is contextual, hence not only the local context per school but also the local education environment and the whole system of education play an important role in this area. 

Poland and South Africa, countries that undergone transition of economic, social, educational systems, are coming from a historical context with limited equal democratic and economical opportunities for all citizens. This major change to an all-inclusive democracy and equal opportunity rippled down to schools which demand good contextual leadership. South Africa is after 20 years still in a transition stage from a separation system between race groups to an all-inclusive democratic system. Racial economical and societal factors are still expressive which influence the change and demand for development. Principals work in significantly diverse context with most schools in low socio economic environments and poor academic performance. The Polish community as well as other former socialistic states, which broke with the old regime and followed the path of democratization and decommunisation, has witnessed massive social, economic, and political changes.

In both countries these dramatic changes at the end of 20^th century have stimulated policymakers and citizens to examine the goals and purposes of the educational system more deeply. Poland and South Africa have led to establishment of a new law for their educational systems and introduction of a far-reaching reform programmes of theirs educational systems.

Emerging new demands have led to analyses of governance of schools, principal roles and, responsibilities, relations in schools and beyond them, work of school principals and teachers related to the quality of education provided in their schools.

This context provides significant challenges for principal’s self-motivation and development which may have an influence on the motivation and development of teachers which influence academic performance in schools. Inherently ingrained in leadership as position and role it is expected that leaders (principals) must motivate and communicate teachers, have good relationships with teachers which includes trust, and create the best environment and climate for the best performance for teachers and learners. These leadership activities or lack of action in the local context will be discussed against the motivational theories. A special attention will be paid to the importance of trust as a motivational factor (Tschannen-Moran, 2009).

The research question for the studies that were conducted by both Authors in their countries was concentrated on the key aspects of successful leadership practices used by headteachers in schools in a challenging urban and rural context. The research question for this paper is: “What is the role of principals in motivating teachers to participate in development activities?” The aim of the presented paper is to deepen the knowledge on the complexities of principal’s role in creating the high quality education for every child.

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