Public schools, specifically teachers and administrators, have been under a high level of scrutiny and accountability. Administrators have been distributing more responsibility to teachers in an effort to build collaboration. One way to distribute leadership throughout a school is to ask teachers to develop and lead their own professional development activities. Traditionally, professional development activities are organized and led by school principals. However, recent research suggests that there is a direct relationship between teacher-led professional development and three important educational processes and outcomes: teacher commitment, school climate, and instruction (Hulpia, Devos, & Van Keer, 2010. The opportunity for teachers to play a role in determining and sharing instructional strategies to improve their school may be an especially significant foundation for educational improvement (Kilinc, 2014). This study of elementary school professional development and school improvement focused on answering the following questions: 1) Do teachers who participate actively in teacher-led professional development more positively evaluate school climate? 2) Do teachers who participate actively in teacher-led professional development report increased commitment? 3) Do teachers who participate in teacher-led professional development engage more actively or extensively in instructional planning efforts? [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]