This study aims to explore role perception, obstacles, strategy introduction and outcome obtained by the principals’ leadership in the professional development of the teachers’. This study obtains the following conclusions: (1) teachers’ professional development process, principals can perceive the importance to guide and participate in teachers’ learning; (2) teachers’ professional development process, principals encounter the challenge of obstacles of school teachers’ irresponsibility, inertia behavior and passiveness; (3) regarding difficulty of teachers’ professional development process, principals mainly adopt the strategies such as definition of real situations, administrative support, classroom supervision and feedback and adjustment and use of human resources; (4) by promoting teachers’ professional development, principals allow teachers to connect instructional behavior with students’ learning problems and outcomes and pay attention to continuous professional development of education. Finally, according to research findings, this study proposes suggestions for elementary and junior high school principals, teachers and future research.