The purpose of this study was to measure the self-directed learning of educators and explore the differences between and among the variables of age, level of education, position, school district ratings, levels of poverty and affluence, and gender. The Survey of Adult Learning Traits (SALT) authored by Hogg was used as the instrument to measure the readiness level of teachers and school administrators (2008). The Survey of Adult Learning Traits, which consists of 14 items, was developed to measure the impact of a person's ability to be self-directed toward learning new skills, gaining knowledge, and developing an understanding and application of the gained knowledge (Hogg, 2008). One solution for improving teaching and learning is to encourage self-directed learning among teachers and school administrators (Manning, 2007). Knowles (1975) describes self-directed learning, as "a process in which individuals take the initiative without the help of others in diagnosing their learning needs, formulating goals, identifying human and material resources, and evaluating learning outcomes" (p. 18). Self-directed learning offers school administrators and teachers the opportunity of being in charge of their own learning and addressing their own professional needs and interests (Manning, 2007). With Internet access and e-books, school administrators and teachers have a plethora of possibilities for focusing on their own learning needs rather than waiting for the district office to prescribe the training they receive (Slabine, 2011). Additionally, the cost of self-directed learning through the Internet or e-books is much less to the district when compared to purchasing workshop trainers and supplies (AASA, 2010). Professional learning is critical to improving teaching and learning. For students to improve, teachers and administrators must engage in timely and targeted professional training. Time is precious and learning must be focused and intense to get staff to an acceptable level of proficiency. School districts use evaluation instruments not only to ascertain competency and levels of performance but also to determine professional learning needs of teachers and administrators. Ultimately, a supervisor uses multiple data points to determine the professional development strategy for those he supervised. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]