To help students achieve academic success, school administrators need actively engaged teachers. However, public schools in the United States struggle to keep teachers engaged, contributing to an already existing teacher attrition crisis. This quantitative study examines the association between professional development elements and teacher engagement. The goal is to determine if an association exists between the relevance, support, type, participation, and efficacy of professional development and teacher engagement. Furthermore, guided by Herzberg's dual-factor theory, the study determines if the professional development element examined are motivating factors that lead to engagement. This study is a secondary analysis of data collected by the National Center for Education Statistics (NCES) from a sample of 60,000 K-12 public school teachers during the 2017-2018 school year. Using NCES data analysis software, a percent distribution analysis found that all five elements of professional development are associated with teacher engagement. Results indicate that the relevance, type, participation, and efficacy of professional development are elements that motivate employees to engage. While the study found that support for professional development is associated with engagement, it does not drive this outcome. These findings indicate that school administrators can use professional development programs to enhance teacher engagement and reduce teacher attrition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]