There has been abundant research regarding the quality of professional development (PD), but little has been studied in the area surrounding the specific decision making process a teacher experiences when selecting professional development. The purpose of this mixed method action research study is to investigate the how and why teachers choose professional development opportunities in the hopes that it will purposefully align and strengthen the process of adult learning. The quantitative data collection methods included a survey completed by 65 participants. Qualitative data was collected with five members of a school staff who volunteered to use a continuum guide as a self-assessment tool. They were then interviewed and participated in a focus group. The data sources were analyzed and patterns of decision-making were discussed.

The findings of both qualitative and quantitative data revealed that teachers seek useful professional development that is correlated with student achievement, which also addresses a self-perceived need or one that involves collaboration with peers. However, there is little evidence that teachers self-assess their practice in a process aligned to the evaluation system or the Arizona Professional Teaching Standards. Further investigation in the use of a self-assessment tool, such as a continuum guide, is warranted based on the findings. Because of the small sample size, the study raises opportunities for further research to determine whether these results are similar to those resulting from a larger sample size. Additional research could also focus on specific sub-populations, such as teachers in high-poverty schools or schools with high English Language Learner populations, to compare teachers' professional development choices.