<![CDATA[Teacher professional development is essential for improving the quality of teaching, yet its implementation is strongly influenced by school context and leadership. This study aims to examine: (1) how principals develop teacher professional development in schools; (2) the support received by principals; and (3) the obstacles encountered in its implementation. A qualitative multiple case study was conducted in three public junior high schools in Yogyakarta City. Participants were principals and teachers selected through purposive sampling. Data were collected through semi-structured interviews and document analysis and analyzed using thematic analysis through within-case and cross-case analysis. The findings show that principals developed teacher professional development through needs identification using discussion, reflection, classroom observation, academic supervision, and educational report data, followed by school-based activities such as learning communities, school MGMPs, academic supervision, in-house training, and workshops. Implementation was supported by internal school stakeholders, funding, facilities, parents and school committees, and external partnerships. However, limited time due to workload and school schedules and low motivation among some teachers remained major obstacles. The study contributes to understanding school-based teacher professional development as a context-dependent process in which leadership, collaborative learning, resource support, and sustained follow-up are essential for strengthening teachers’ professional growth.]]>
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