This paper examines teachers' perceptions of policy related to accountability and professional development in site-based management. The methodology included the development and administration of the Teacher Professional Development and Accountability Questionnaire. Dimensions in the questionnaire were derived from policy documents on accountability and professional development issued to all schools by the Department of Education in Western Australia. The resulting dimensions centered on the self-managing school, performance management, system-oriented professional development, school-oriented professional development, professional attitudes and values, collegiality and collaboration, and responsibility for professional growth. The final instrument had 72 items and was administered in 10 secondary schools to 279 teachers. Results were grouped around the instrument's five dimensions. For site-based management, 89 percent of the teachers claimed that central-office policies strongly influenced school operations. Regarding performance management, teachers did not perceive it as intended in the policy. For provision of system-oriented professional development, 82 percent believed that recent professional development activities were foisted on them by the central office, and 61 percent believed that organizational matters, rather than educational matters, dominated professional development. Some 85 percent believed that professional growth is dependent on improvement in knowledge and skills in the classroom. (Contains 13 references, 26 figures, and 1 table.) (RJM)