The purpose of this study was to investigate causes and find solutions to divergent teacher motivations and the consequences of that divergence.Divergent teacher identities and motivations are hindering independent schools from fully realizing their promise because teachers are not being as developed as comprehensively as they could. This study sought to investigate causes and find solutions to divergent teacher motivations and the consequences of that divergence. Participants and data collected in Cycle One consisted of interviews with the teachers and staff of the school. These interviews allowed the participants to define the culture and their own experiences. Action steps were designed, implemented, and evaluated in Cycle Two to provide support for teachers as they reflected on their own identity and motivation through a professional development system. This journey was highly individualized but guided by the researcher in a supporting role. The Identity-Based Professional Development Model consisted of three phases, including goal setting, development, and self-reflection. Evaluating the results of the Action Research study included a thorough reflection with participants and a post-action-step follow-up. Teacher participants provided critical feedback that assisted in the evaluation process. The study concluded that identity-based professional development leverages teacher identity to create positive motivational and cultural outcomes. Implications for the organization included reported improved motivation, self-efficacy, and teaching growth. [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.]