This qualitative study explored the perceptions of high school math teachers and administrators regarding professional development initiatives in secondary math education. Through a qualitative approach involving focus group discussions and individual interviews, the study examined accountability mechanisms, motivational factors, challenges, and suggested improvements associated with professional development. Findings revealed intrinsic motivational factors, such as opportunities for professional growth and recognition of achievements, driving teacher engagement, while administrators emphasized the importance of accountability mechanisms and tailored support. This study underscored the significance of fostering a collaborative professional learning culture, tailoring professional development initiatives to meet teachers' needs, and providing sustained support to enhance teacher engagement and effectiveness. Recommendations for practice included creating supportive learning environments, leveraging technology-enhanced platforms, and prioritizing ongoing support to improve instructional practices and student outcomes in high school math education. [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.]