Teachers who lack the professional development needed demonstrate less self-efficacy. Teacher pedagogical and content understanding are important factors related to the impact on student engagement and achievement. This study was designed to attempt to understand teachers' perceptions of the impact of professional development and which format provides the most opportunity for developing their own learning. The intention of this research was to understand how to design more effective short-term and long-term professional development plans that support developing teacher efficacy in K-12 classrooms. The following research questions guided this study: How are teachers applying instructional practices that are presented in their professional development sessions? What are teachers' perceptions of the impact of job-embedded professional development on their own learning when delivered through a format that is in-person, online with synchronous instruction, online with asynchronous instruction, and a hybrid/blended model? How does job-embedded instructional coaching impact teachers' perception of their own learning? Study participants included K-12 teachers who received a variety of professional development activities to support their learning with the intention of improving student achievement and who had access to instructional coaches for job-embedded support. The research design for this study was mixed methods. The researcher created a survey instrument and interview protocol to collect quantitative data and qualitative data to identify themes and possible solutions to support future professional development planning. [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.]