Teacher professional development has been an important component of educational management in China because schools are constantly changing and encountering more challenges. The purpose of this study was to investigate how incentive mechanisms support teachers' professional development and how they affect school administration practices. To assess the data collected from 649 individuals quantitatively, the researcher utilised SPSS 25. According to the findings, factors that affected teachers' development were workload, opportunities for professional development, training accessibility, and support from educational management. The outcomes of structured professional development programs improved teachers' classroom strategies, collaboration and teaching ability. Teachers were more involved when they had access to relevant learning opportunities. The study also discovered that the actions of the management had a significant impact on the degree to which teachers incorporated newly acquired knowledge into their lectures. Professional development had a positive impact on teaching methods, classroom atmospheres, and the level of student participation. Consequently, there were variances that were seen at other schools that led to the conclusion that local factors, including the level of staff competency, the amount of organisational support and the ease of access to resources had an impact on the results of professional development. The study placed a strong focus on the need to develop ongoing adjustments to the system for the development of teachers to ensure that there would be uniformity across all of the different areas. This may be accomplished via two methods including increasing the level of support in school environments and developing workplaces. .