Current demands have prompted many school organizations to look toward online resources in order to provide and fiscally manage professional development. The perpetually evolving technology has afforded administrators the opportunity to offer a variety of online resources, such as platforms for communication and collaboration, social media sites, and on-demand videos to supplement face-to-face sessions. Subsequently, hybrid professional development models have become a standard for meeting the needs of educators. Hybrid professional development structures offer participants varying degrees of control within online participation. Therefore, a participant's motivation and drive play a central role in the effectiveness of the programming Thus, in order to promote increased engagement with online resources, it is imperative to examine internal factors for participation. The purpose of this study was to determine whether a relationship exists between participant work locus of control and the use of online resources for professional development. This quantitative non-experimental study served as a springboard for exploring the realm of motivational constructs and online participation within hybrid professional development. Participants of a hybrid professional development program (N = 94) were surveyed on their use of supplementary online resources and their work locus of control. The results of the survey did not reveal a significant relationship between participant work locus of control and the use of video tutorials, curriculum platforms, or social media. In contrast, survey results showed a significant relationship exists between participant work locus of control and use of platforms for collaboration and communication. [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 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]