The general purpose of this study was to determine the effect of principal change leadership behaviors on teachers’ engagement in continuous professional development in Fagita Lekoma Woreda primary schools. To achieve the above objective, questions relating with teachers engagement in CPD, the practice of principals change leadership behaviors, correlation between principals change leadership behaviors and teachers engagement in the practice of continuous professional development were raised. This study used correlation research design and conducted using quantitative approach. Data was collected from randomly selected 291 teachers and 31 principals using Questionnaire to obtain sufficient and reliable primary data. The collected data was analyzed using inferential statistics such as (OneSample t-test, Pearson’s correlation coefficient, and hierarchical multiple regressions). Regarding to the findings of the study, teachers were found engaged in the school level continuous professional development activities. The principals were found behaved with change leadership behaviors. Principals change leadership behaviors with four domains (communicating and shaping change actions, adjusting organization and performance, building supported environment and improving curriculum and instruction) had statically significant correlation with teachers engagement in continuous professional development at p<.05. Hierarchical multiple regressions were employed to put in order of importance of change leadership dimensions influence on teachers’ engagement in continuous professional development. Among change leadership behaviors of school principals, improving curriculum and instruction dimension contribute to 42.9% of teachers’ engagement in continuous professional development. Therefore, from the findings of the study, it was concluded that Principals change leadership behaviors contribute to 43.6% (R 2 =.436) variations in teachers’ engagement in continuous professional development. Finally, it was recommended that School principals are advised to strengthen change leadership behaviors and apply appropriately depending on the situation to enhance teachers’ engagement in continuous professional development. Lastly, the study identified the areas for future research and further investigation.