Engagement in professional development is dependent upon the culture of a school. The purpose of this study was to understand the role of colleagues in teachers’ engagement in professional development. This study elicited teachers’ perceptions within two different schools in one urban centre in Saskatchewan: one school that was deemed to have collaborative culture among its staff, and one school that was working towards becoming a more collaborative school. The findings of this study suggest that colleagues have an important effect on teachers’ engagement in professional development within a thick school culture, along with strong leadership and physical structures conducive to collaboration. We contend that it is important to ensure that teachers are engaged through empowerment, shared leadership, continuous improvement practices, and the physical layout of a school site.
Keywords: Engagement, professional development, school culture, organizational learning, collaboration