This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata (west, north, east, and south) to gain 430 participants to answer a survey that covered instructional and distributed leadership and teacher professional development. Instrument developed by Alma was used distributed leadership, Hallinger for instructional leadership and The Teaching and Learning International Survey (TALIS) developed by OCD was used for teacher professional development. Data were analyzed using Structural Equation Model (SEM) through SmartPLS statistical software. The findings of PLS-SEM revealed the direct effect of both instructional and distributed leadership on teacher professional development. The findings also reported the direct effect of instructional leadership on distributed leadership. The findings provide empirical support for implementing instructional and distributed leadership practices in Jakarta schools, as they lead to teacher professional development. It also advocates for leadership training in these practices for school principals.