The aim of this study is to examine the relationship between authentic leadership behaviors of school administrators and teacher professionalism and motivation. In the quantitative research, the relational survey model was used. The population of the study consists of 1040 teachers working in 44 primary schools in Kayapinar, Diyarbakir during the 2018-2019 academic year. Data collection tools were the "Authentic Leadership Scale", "Teacher Professionalism Scale", and "The Work Motivation Scale". Descriptive statistics, correlation, and path analysis of variables were made. SPSS 21 and AMOS 22 package programs were used in the analysis of the research. As a result of the research, it was determined that the school administrators were moderate according to the perceptions of the teachers who participated in the research on authentic leadership behaviour. In addition, the professionalism and motivation levels of teachers were found to be at good level. As a result of the correlation analysis, a positive and medium level between authentic leadership behaviors of school administrators and teacher motivation and a positive and low-level relationship was found between authentic leadership behaviors of school administrators and teacher professionalism. The relationship between teacher professionalism and teacher motivation was found to be positive and moderate. As a result of the path analysis, as the teachers' perceptions about authentic leadership behaviors of school administrators become positive, both the motivations and professional perceptions of teachers increase. In addition, it was found that teacher professionalism had a stronger predictive effect on teacher motivation than authentic leadership.