This study explored the relationships between enabling school structure (ESS), transformational leadership (TSL), organizational citizenship (OCB), and professional teacher behavior (PTB). Confirmatory factor analysis tested whether the theoretical dimensions of setting directions (SD), developing people (DP), redesigning the organization (RO), and improving the instructional program (IIP) statistically defined the latent variable TSL, in the new Transformational School Leadership Scale. Structural Equation Modeling explored the effects of ESS on TSL, PTB and OCB. Findings confirmed that SD, DP, RO, and IIP, statistically define TSL and confirmed the importance of ESS in predicting TSL, PTB, and OCB.