Purpose-This study aims to synthesize empirical research on the professional development (PD) of school principals, using the CIPO framework (Context, Input, Process, Output) to identify the conditions, strategies, and outcomes that underpin effective PD. Design/methodology/approach- A systematic narrative review was conducted using a comprehensive search of Web of Science, Scopus, and Google Scholar, yielding 116 empirical studies. An inductive thematic analysis was then undertaken to organize and synthesize the data into the core dimensions of the CIPO framework. Findings-The review highlights the critical role of context in shaping PD effectiveness, particularly the importance of cultural relevance and responsiveness to community diversity. Key inputs include supportive organizational conditions, such as collaborative environments, shared leadership, and strong professional networks, alongside individual attributes like motivation and self-efficacy. PD processes involve both informal practices and formal programs focused on building leadership capacity. Evidence points to consistently positive outcomes, including enhanced leadership practices, school improvement, and greater principal self-efficacy. Originality/value- This review makes a key contribution to existing literature by applying the CIPO framework, traditionally used in health and social sciences, to the field of educational leadership. To our knowledge, this is the first study to bring together research on principal professional development across the dimensions of context, antecedents, processes, and outcomes, providing a holistic and comprehensive understanding of how professional development for principals is designed and implemented, as well as the conditions and outcomes associated with its effectiveness across diverse educational settings.

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