This article addresses the problem of professional development of teachers. It is important to improve the professional development of teachers in a long perspective. It impacts not only the improvement of their professional knowledge but also stimulates students by building the climate of a "learning" organization; therefore, it supports not only students but also the whole school's community. The study focused on the relation between teachers' approach and their professional development. There were 85 subjects who participated in the questionnaire survey. They were deliberately selected and took part in an annual course on Educational leadership. The main focus was on teachers and their work values, especially on what influences their decision making process as to participation in various forms of professional development. Also, what are their attitudes towards learning now and in the future. The study also used the GSES (The Self-Efficacy Scale) tool for self-efficacy diagnosis. Research data was collected from respondents at the end of the course. Comparing with other courses organized in this field in Poland, this course has been designed as exceptionally time-consuming for participants. Cosidering this context allowed us to reflect on how further professional development is perceived by teachers who are seriously burdened with the requirements resulting from participation in such programmed courses. The main conclusion of the conducted research is optimistic. The teachers who participated in the study plan to continue further professional development.