There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.