The study aims to know the degree of schools principals practicing innovation and its relationship with the teachers' professional development; the population of the study is consisted of all male and female teachers numbering to 415 teachers; the sample of the study is consisted of 205 male and female teachers from members of the study population. To achieve the goals of the study two questionnaires were developed in order to collect information to define the degree of the schools principles practicing innovation and its relation with the teachers' professional development; the first questionnaire contained the degree of the schools principles practicing innovation; the first questionnaire is consisted of 24 paragraphs, the second questionnaire contains the measurement of the degree of the teacher's practicing professional development which is consisted of 37 paragraphs whom their validity and consistency are checked. The study concluded that the degree of schools principals practicing innovation and its relation with the teachers' professional development in the three domains was great arranged in accordance with the study domains as follows: encouraging of innovative ideas, promoting of schooling environment and solving of innovative problems. The study results showed as well that the degree of schools teachers' professional development was great according to the teachers' point of view.The result of the study revealed a positive correlation of statistical significance at the level (a = 0.05) among the averages of schools teachers estimations in the domains of schools principals practicing innovation and their estimations of the teachers professional development. In the light of the results the study recommended the work to meet the required new training for the schools principals; to conduct the field studies on the effectiveness of the training programs provided to the schools principals and to the teachers and to increase the appropriate material and nominal motivations for the innovators of them.