Teachers must pursue continuing professional development to effectively address the changing demands and challenges of education, given the speed at which the educational landscape is changing today. This is crucial for enhancing teaching quality and adapting to educational transformations. Therefore, based on a comprehensive literature review and theoretical analysis, this study identified relevant constructs and variables. Reliable measurement scales were then adapted to establishing reliable measures for examining the mediating role of teachers' innovative leadership in transformational leadership and continuing professional development. Using a sample of 125 demonstrative high school teachers from Guangxi, China, data were collected via questionnaires. Exploratory and Confirmatory Factor Analyses confirmed the construct validity, while high internal consistency (Cronbach’s Alpha > 0.9) indicated strong reliability. In total, the questionnaire was confirmed as effective and reliable, successfully retaining 62 out of the original 69 items. This study provides important practical insights for further research on educational leadership and teachers continuing professional development and offers valuable references for principals on how to effectively motivate and support teachers' innovation and growth in practice.
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